Main Content
Session Information
ERG SES D 05, International Contexts in Education
Paper Session
Contribution
Traditionally, the role of school education, as an important tool to shape a distinctive national identity, has been widely discussed. Nearly all nation states employ mass schooling to develop a distinctive national identity explicitly or implicitly. However, both of the landscapes for nation-states and national identity have shifted in an era of globalization. National identity education no longer enjoys the level of importance it used to have worldwide, hence being frequently questioned. Meanwhile, the discourse of global citizenship education has been widely explored in the literature and are being used increasingly evitable in various educational arenas, calling for cultivating students’ global identity. The research aims to explore how a sense of national identity is cultivated in balance with global identity through elementary schools in Mainland China and Scotland. To be more specific, the research has three sub-questions.
Q1: How is a sense of national identity in balance with global identity intended through elementary schools in Mainland China and Scotland?
Q2: How is a sense of national identity in balance with global identity implemented through elementary schools in Mainland China and Scotland?
Q3: How is a sense of national identity in balance with global identity attained through elementary schools in Mainland China and Scotland?
Based on the existing literature, the research builds up a coordinate system to explore the relationship between national identity and global identity reflected in the school education. After the study of national identity and global identity respectively in each national context, the research will try to locate each case school in different quadrants and further explain their rationales.
(1)Inclusive-global: Education with a range of multidimensional identity topics combined with a global identity
(2)Exclusive-global: Education with a strong mono-dimensional global identity
(3)Exclusive-national: Education with a strong mono-dimensional national identity
(4)Inclusive-national: Education with a range of multidimensional identity topics combined with a national identity
Method
The research is qualitative in essence and employs case study as the methodology. With the aim of illustrating the case in richer depth and highlighting cross-case issues, the research chooses one primary school in each national context. Firstly, interviews are conducted with education policy makers to explore the underlying philosophy of the curriculum regarding national identity and global identity. Secondly, content analysis is employed to explore how national identity and global identity are constructed through related curriculum standards and textbooks. Thirdly, interviews are conducted with head-teachers and teachers to explore how national identity and global identity are currently promoted explicitly in the school and classroom levels. Fourthly, non-participant observations are employed to explore how national identity and global identity are promoted implicitly through hidden curriculum. Finally, in order to explore how the learning experience is perceived and how students understand national identity and global identity, focus groups are employed with 10-year-old students.
Expected Outcomes
After the study of national identity and global identity reflected in educational settings in Mainland China and Scotland, the research wants to locate the case schools in the coordinate system. Based on that, the research wants to promote the understandings of the issues of education, culture and politics between Mainland China and Scotland.
References
1.Anderson, B. (1991). Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso. 2.Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139. 3.Castles, S., & Davidson, A. (2000). Citizenship and Migration: Globalization and the Politics of Belonging. Psychology Press. 4.Heater, D. (2004). World citizenship: Cosmopolitan thinking and its opponents. Bloomsbury Publishing. 5.Keating, A., Ortloff, D. H., & Philippou, S. (2009). Citizenship education curricula: the changes and challenges presented by global and European integration. Journal of Curriculum Studies, 41(2), 145-158. 6.Miller, D. (1995). On nationality. Clarendon Press. 7.Osler, A. (2010). Citizenship and the nation-State: Affinity, identity and belonging. In A. Reid, J. Gill & A. Sears (Eds), Globalization, the Nation-State and the Citizen: Dilemmas and Directions for Civics and Citizenship Education (pp. 216–222). London, England: Routledge. 8.Van den Akker, J. (2004). Curriculum perspectives: An introduction. In Curriculum landscapes and trends (pp. 1-10). Springer, Dordrecht.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.