Using empirical data from various research projects, this presentation aims to discuss the notions of school alienation by embedding this process into a broader sociological approach of the role of education in rapidly diversifying societies. Historically, educational systems have been crucial in nation state-formation and community building (Green, 2013). Through its socialization function, education systems are a fundamental factor in the transformation of youngsters into citizens (Brint, 2006). By using specific languages, religions/ideologies and other cultural emblems, in policies, curriculum and everyday classroom practice, collective identities are constructed and transmitted to youngsters. Formal education is a key factor to create (sub)national identities, which are still some of the most powerful and strongest collective identities (adolescent) ‘native Europeans’ identify with (Berbauer, 2018). However, in rapidly ethnically diversifying societies, the question emerges if educational systems still socialize all (or most) youngsters into shared collective identities and if so, how they do this. Recent research reveals that (sub)national identities are much less attractive to ethnic minorities and Muslim minorities in particular (Agirdag, et al., 2016). This gap between (sub)national identification is much larger in some European countries (Belgium) than others (The UK) (Fleischmann & Phalet, 2018). This could be problematic to develop feelings of social trust, solidarity and even shared notions of citizenship, and could go hand in hand with more fundamental notions of alienation and social distancing. Simultaneously, new research shows more inclusive collective identities – such as a shared European identity – might emerge in superdiverse educational contexts (Clycq, 2017). This presentation addresses these issues and aims to provide some insights into new forms of cohesion that might develop in highly diverse schools and societies.

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