Titlebook: National Literacies in Education; Historical Reflectio Stephanie Fox,Lukas Boser Book 2023 The Editor(s) (if applicable) and The Author(s),

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Nations and Comparative Educations: Reflecting Comparatively on Pedagogies, Performances, and Politistudy has traditionally worried about ‘the nation’ and often uses the nation-state as a unit of analysis. It is indeed easy, anecdotally, to illustrate ‘national cultures’ but this is not the same as defining and illustrating ‘national thought styles’. Thus, the main analytical work of the chapter i

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Answering the Call for Research on Nationalism , Education with International, Historical, Multi-casmena of nationalism and those of education have been intrinsically linked throughout the centuries, and indeed, together, they ensure that citizens become nationally literate in the ways, thought styles, and so on, of their own countries. Yet, research, theories, and practices often ignore both the

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Same But Different. Notions of ‘Feebleminded’ and ‘Imbecile’ Future Citizens in German-Speaking Counrocess, the question arises whether . children can be ‘made’ citizens through schooling. If one understands curricula as cultural constructions that include particular visions of ideal children and ideal citizens, this question particularly concerns intellectually ‘abnormal’ children who became obje

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Reinventing the Link Between Education and the Nation via Imagination and Emotions: The National Litbook serves as an illustrative example of the potential of national literacy in the history of education in two respects. Firstly, it highlights the role of modern school systems in shaping national literacy. Lagerl?f’s book was a product of ongoing efforts to reform the Swedish primary school syste

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on You: National Literacy in Israel Between Judgment Day and Everyday Judgments authority of Israel. How the Biblical term related to . (Repentance Day) had turned into a common moniker used widely with family, friends, colleagues, and even strangers, reflects a seemingly absurd match of martyrdom and routine, Judgment Day and everyday judgment..In this paper I apply Tr?hler’

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Curriculum, National Identity, and National Literacyis concept the chapter offers an analysis of three Norwegian curricula from 1997 to 2020. The analysis of the curriculum documents shows significant changes in the period. The format has changed from a hardcover book with many illustrations to an interactive curriculum situated on a digital platform

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‘National Literacy’ in an Imperial Setting: The Strange Case of Istanbul’s Robert Collegeere faced with nationalist movements and uprisings on their territory. To regard oneself most and foremost as a national being and to understand nationality as one’s second nature result from a collective process in which national belonging had to be practiced on a daily basis. Thereby, institutions