Different approaches to teaching civic and national identity

Edda Sant

doi:10.2307/jj.2711500.11

Different approaches to teaching civic and national identity

Edda Sant^*

^*Corresponding author for this work

Manchester Institute of Education

Research output: Chapter in Book/Conference proceeding › Chapter › peer-review

Abstract

Mass schooling was first introduced in the 19th century for different reasons, including the expectation that it would fulfil two important political purposes. On the one hand, teachers were to educate citizens to become autonomous, independent thinkers (Biesta, 2006). Political education was expected to help learners to find their singular political perspectives. On the other, schooling was to contribute to cohesive and peaceful intra- state societies (Durkheim, 1956). Aligned with processes of nation- state building, schools were seen as key settings where children and young people could ‘acquire’ the national identity associated with their legal citizenship status (Sant et al, 2016).

Original language	English
Title of host publication	Who’s Afraid of Political Education?
Subtitle of host publication	The Challenge to Teach Civic Competence and Democratic Participation
Publisher	Policy Press
Pages	96-111
Number of pages	16
ISBN (Electronic)	9781447366997
ISBN (Print)	9781447366959
DOIs	https://doi.org/10.2307/jj.2711500.11
Publication status	Published - 1 Jan 2023

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Different approaches to teaching civic and national identity

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