Learning Nation in Early Childhood Education: Multi-Sited Comparison between Pedagogies of Nation in Australia and Hungary

Millei, Zsuzsa; Lappalainen, Sirpa

doi:10.1080/10564934.2019.1691015

Cited by 8 publications

(5 citation statements)

References 39 publications

(26 reference statements)

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“…We contrasted and juxtaposed the memories, paying special attention to the protagonists of the stories and to bodies, objects, and their relations, as well as to liquids, smells, emotions, and affects. Our exploration can be conceptualised as an 'analysis through discussion' (Gordon et al 2000;Lahelma et al 2014;Millei and Lappalainen 2020). Being both insiders and outsiders of cultures helped us to notice similarities and differences in the stories, especially those related to geopolitical and economic contexts.…”

Section: Exploring Menarche Through Childhood Memoriesmentioning

confidence: 99%

(An)Archive

2024

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What was it like growing up during the Cold War? What can childhood memories tell us about state socialism and its aftermath? How can these intimate memories complicate history and redefine possible futures? These questions are at the heart of the (An)Archive: Childhood, Memory, and the Cold War. This edited collection stems from a collaboration between academics and artists who came together to collectively remember their own experiences of growing up on both sides of the ‘Iron Curtain’. Looking beyond official historical archives, the book gathers memories that have been erased or forgotten, delegitimized or essentialized, or, at best, reinterpreted nostalgically within the dominant frameworks of the East-West divide. And it reassembles and (re)stores these childhood memories in a form of an ‘anarchive’: a site for merging, mixing, connecting, but also juxtaposing personal experiences, public memory, political rhetoric, places, times, and artifacts. These acts and arts of collective remembering tell about possible futures―and the past’s futures―what life during the Cold War might have been but also what it has become. (An)Archive will be of particular interest to scholars in a variety of fields, but particularly to artists, educators, historians, social scientists, and others working with memory methodologies that range from collective biography to oral history, (auto)biography, autoethnography, and archives.

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Section: Exploring Menarche Through Childhood Memoriesmentioning

confidence: 99%

(An)Archive

2024

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“…Even with the steady rise of globalization, national content has been preserved in school curricula and textbooks continue to deploy nationalist narratives throughout the world (Lerch, Russell, and Ramirez 2017). Yet, research on how today’s schools inculcate ideas of nationhood and national belonging into students has been confined to a few narrow areas: the study of history education and textbooks (e.g., Dierkes 2010; Jaskulowski et al 2018; Lerch, Russell, and Ramirez 2017; Tormey 2006; Schissler and Soysal 2005), and to a lesser extent, school ceremonies and similar performances of nationhood in educational settings (Lomsky-Feder 2004; 2011; Millei and Lappalainen 2020). More recently, attention has shifted to civics classes and citizenship education (Bénéï 2005; Gholami 2017; Miller-Idriss 2009), and exploring how these are now conceptualized and designed as vehicles for immigrant incorporation (Osler 2011; Siebers 2019).…”

Section: Heritage Tourism Nation-building and Public Educationmentioning

confidence: 99%

Class Trips beyond Borders: Reimagining the Nation through State-Sponsored Heritage Tourism

Molnár

2023

Comp Stud Soc Hist

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The article explores how cross-border heritage tourism is promoted in public schools to reimagine Hungary as an ethnically homogeneous nation by incorporating ethnic kin communities that live in neighboring countries. Cross-border heritage tourism has long served to establish strong ties to ethnic diaspora communities that live beyond the territorial borders of the nation-state. National borders in Central and Eastern Europe were repeatedly redrawn across ethnic groups over the twentieth century. Heritage tourism remains a key cultural and economic practice that symbolically questions current national borders and aims to increase the viability of ethnic enclave economies in countries where the given ethnic group is a minority. The article focuses on a large-scale student travel program that was launched by the Hungarian government in 2010, the year that marked the start of a brisk populist turn in Hungarian politics. The program provides funding to public school students for organized class trips to areas of neighboring countries (Romania, Slovakia, Serbia, Croatia, and Ukraine) that belonged to the Hungarian state before World War I. It shows how the Hungarian government mobilizes the public education system to foster a narrow and exclusionary ethnic understanding of cultural membership by selectively overemphasizing Hungarian heritage in regions that have had multi-ethnic, multi-religious, and multicultural histories for centuries. This project extends research on identity-based heritage tourism to show how it has become an integral part of the propaganda toolkit of populist governments.

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“…In these stories, the humans retain their exceptionalism and exist within the national borders and nationally marked natural and architectural symbolic objects. Millei and Lappalainen (2023) decide to go beyond critique as deconstruction to imagine alternatives to these narratives. They develop a different notion of the child: as of the world, terrestrial, biosocial, and more-than-human to take issue with the nation as the primary vector of identity, being and belonging.…”

Section: An Overview Of the Contributions To The Special Issuementioning

confidence: 99%

Introduction to the special issue ‘Return of the nation: Education in an era of rising nationalism and populism’

Piattoeva

Viseu

Wirthová

2023

European Educational Research Journal

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This Special Issue of the European Educational Research Journal (Special Issue) contributes to the ongoing debate on the relationship between education, nationalism and populism to enhance scholarly understanding of the construction and maintenance of nationalism. The special issue consists in total of six original articles that cover different sources, spaces and forms of nationalism: banal and virulent, strategic and habitual, reproduced by state actors and power elites versus individuals or groups who echo, subvert or extend the official narratives and nationalism as both nested in topographical spaces as well as in topological relations. It foregrounds the specificity of nationalism as a discursive-material-affective practice that unfolds contextually. The articles highlight, for instance, the relationships between nationalism and other `isms’ (populism, religious conservatism and authoritarianism) and the evolving processes such as climate emergency, improving recognition of indigenous rights, ambiguous expertisation or ubiquitous digitalisation. Overall, for the sociologies of education, the special issue highlights the importance of exploring both how education reproduces nationalism and how nationalism (as a strategy, practice, discourse, place-building and position-legitimating or affect) intervenes in and takes advantage of education.

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Learning Nation in Early Childhood Education: Multi-Sited Comparison between Pedagogies of Nation in Australia and Hungary

Cited by 8 publications

References 39 publications

(An)Archive

(An)Archive

Class Trips beyond Borders: Reimagining the Nation through State-Sponsored Heritage Tourism

Introduction to the special issue ‘Return of the nation: Education in an era of rising nationalism and populism’

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