The construction of national identity through primary school history: the Irish case

The gendering of global citizenship: findings from a large-scale quantitative study on global citizenship education experiences

“…In this respect, the globalisation of school experiences remains an intrinsically localised event. In attending to the development of a sense of citizenship or identity which is reflexive and unbounded by national borders, (while at the same time being shaped by national-level responses to globalisation [Tormey, 2006]), we cannot ignore the ways in which different school contexts and institutional ideologies provide filters through which notions of the personal, the national and the global are framed. Indeed, while this data is drawn from the Irish context, it raises clear questions that could equally be applied to single-sex schools in other jurisdictions and to schools controlled by religious groups in other countries.…”

“…and "who belongs to the community?" that gives citizenship its contested nature (Voet 1998;Hobson and Lister 2002;Lister 2003;Tormey, 2006). For Bellamy, the notion of political community is, at present, being transformed by the twin impacts of globalisation and multiculturalism (2008,3), with the idea of the nation as a political community being fractured, as the construction of identity and identities moves centre stage (Giddens 1991).…”

“…Lynch and Lodge (2002, 104) have argued, for example, that girls in single-sex schools are socialised to be nurturers and carers, though they argued that the emphasis on caring in girls' schools was in decline when compared to Lynch's earlier (1989a,b,c) study. While this literature has laid the groundwork for understanding how schools have shaped and structured a gendered citizenry, it is notable that the notions of citizenship with which it engages are primarily local and national, that is, they lack reference to the increasingly globalised notions of citizenship which are found in western societies (On Lee 2002;Tormey 2006). …”

The collectivization of lebanese national identity from contending historical narratives. (c2014)

“…Despite the doubts that a unified single narrative creates, Scott thinks that the plurality in the historical narratives might lead to challenges and disagreement but it will better represent the different points of view about the event (Scott, 1989). Tormey (2006) criticizes the agreed on single narrative documentation of historical events by giving the example of the United Kingdom where lots of incidents were ignored as an attempt to disregard a certain group and to construct national identity in a specific way. The state usually employs a method of creating a specific history to construct a certain national identity.…”

“…He believes that the focus should be on the method of teaching that encourages analysis. This exposes students to different narrations after doing the fact checking of the suggested texts and then students have to study and analyze these texts to construct their own view (Tormey, 2006). Siegrist (2006) also stresses the importance of analysis in education especially in a pluralist society.…”