Pedagogy of nation: A concept and method to research nationalism in young children’s institutional lives

Millei, Zsuzsa

doi:10.1177/0907568218810078

Cited by 30 publications

(22 citation statements)

References 42 publications

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“…Based on this study, it is reasonable to suggest that the school acts as a template of how the orientation towards a pedagogy of nation (see Millei, 2019) can be instrumental in alienating children due to the transnational aspects of their life worlds. The alienation might not apply to all aspects of the children’s transnational social lives, but a negative focus on one aspect – language, for instance – might influence their sentiments of transnational belongingness in general when they grow older.…”

Section: Discussion and Concluding Remarksmentioning

confidence: 95%

“…state) schools. Public schools are of great interest, however, given the fact that the school setting is an important dimension of children's life worlds, in which transnationalism is bound to intersect most profoundly with nationalism because public school systems, being linked to nation-states, are places that entail a pedagogy of nation (Millei, 2019) of some sort. Pedagogy of nation is a form of everyday nationalism, which is characterized by 'continuity of the everyday re/production of national frameworks through countless situated activities ' (ibid.…”

Section: Introductionmentioning

confidence: 99%

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Disentangling the transnational belongingness of children in and beyond a Danish school

Jensen

2022

Studies Ethnicity & National

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The aim of this study is to unravel the multifaceted sentiments of belonging which children who are born in Denmark but whose parents have direct personal experiences of transnational migration can have within and beyond the Danish comprehensive public school system. The empirical basis of the study stems from fieldwork at one school in Denmark and consists primarily of interviews with children (n = 19). This study shows how language, religion, and the countries of birth of the children’s parents play very different roles in the children’s narratives of belonging, which, in turn, indicate that the school to varying degrees accommodates the transnational aspects of children’s lives according to how well they fit into the ‘Danishness’ that the school prescribes. The paper concludes by considering ways forward to better understand and counteract tendencies towards alienation, which schools’ handling of the transnational aspects of children’s lives might entail.

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Section: Discussion and Concluding Remarksmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Disentangling the transnational belongingness of children in and beyond a Danish school

Jensen

2022

Studies Ethnicity & National

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“…While easier to define than identify, 'pedagogy of nation' is part of preschools' everyday practices. Pedagogy of nation is present in institutions' daily structuring, routines, rules, norms, the creation of the environment and its materiality often infused with national imaginaries, or sanctioned ways of expressing and feeling emotions (Millei, 2019b).…”

Section: Methodological Frameworkmentioning

confidence: 99%

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

Millei

Lappalainen

2019

European Education

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This study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organising social life. The 'pedagogy of nation' operates in different ways in these two settings.In Australia, it draws on contemporary patterns of lifestyle, whereas in Hungary it rekindles past traditions within contemporary global flows of culture. The paper concludes by calling for the relevance of revealing everyday nationalism in institutions for young children and for reflexivity to trouble its exclusionary forms.

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“…The government attributed a particular importance to childhood to form the ideal society by using education as an instrument and considered childhood as an important subject of cultural capital (Millei, 2019). Meanwhile, the institution of family was loaded with a charge of important tasks by the government in order to sustain the culture (Can, 2019).…”

Section: Childhood As a Cultural Capitalmentioning

confidence: 99%

Re-imagining society and childhood: An analysis of cultural politics of childhood in Turkey

Toran

Toprak

2020

Global Studies of Childhood

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Neoliberalism along with other sites of cultural, social and political life has created deep impacts on childhood. With the rise of neoliberalisation of policies, childhood has come to be defined in terms of economic utility and wellbeing of society. In this paper, we examine the process of neoliberalisation through the changing role and meaning of childhood. We inquire the role of childhood in re-imagining of the Turkish society based on the data from the document of the strategic vision of the Turkish government. We seek to track the evolving notion of childhood and roles ascribed to it. By applying a critical discourse lens to the document of 8th Five Year Development Plan and Strategic Vision of 2023, we explain how the cultural politics of childhood work as tools of creating present and future workers. We examine the shifting place of childhood and instrumentalisation of childhood in neoliberal imagination of policy.

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Pedagogy of nation: A concept and method to research nationalism in young children’s institutional lives

Cited by 30 publications

References 42 publications

Disentangling the transnational belongingness of children in and beyond a Danish school

Disentangling the transnational belongingness of children in and beyond a Danish school

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

Re-imagining society and childhood: An analysis of cultural politics of childhood in Turkey

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