TY - CHAP
T1 - Education and the Nation
T2 - Educational Knowledge in the dominant theories of nationalism
AU - Tröhler, Daniel
AU - Maricic, Veronika
PY - 2023/4/7
Y1 - 2023/4/7
N2 - In view of an upsurge of nationalist movements and thus academic interest in understanding the emergence and prevalence of nationalism in the past 30 years, this study examined the most prominent theories of nationalism regarding their use of educational ideas. The most recognized monographs on nationalism by 28 esteemed scholars in this field were analyzed, both quantitatively and qualitatively, regarding the frequency and manner in which the authors utilized education in arguing for their respective theories. Further, in accordance with the three acknowledged and two proposed categories of theories of nationalism, the theorists were grouped, and similarities and, more importantly, differences between the five approaches regarding education were examined and discussed. In conclusion, the performance of educational knowledge in the dominant theories of nationalism was critically assessed. The implications of this displayed understanding und utilization of educational knowledge are discussed regarding the academic standing and future research of educational science.
AB - In view of an upsurge of nationalist movements and thus academic interest in understanding the emergence and prevalence of nationalism in the past 30 years, this study examined the most prominent theories of nationalism regarding their use of educational ideas. The most recognized monographs on nationalism by 28 esteemed scholars in this field were analyzed, both quantitatively and qualitatively, regarding the frequency and manner in which the authors utilized education in arguing for their respective theories. Further, in accordance with the three acknowledged and two proposed categories of theories of nationalism, the theorists were grouped, and similarities and, more importantly, differences between the five approaches regarding education were examined and discussed. In conclusion, the performance of educational knowledge in the dominant theories of nationalism was critically assessed. The implications of this displayed understanding und utilization of educational knowledge are discussed regarding the academic standing and future research of educational science.
UR - https://books.google.at/books?id=E4CrEAAAQBAJ&pg=PT21&lpg=PT21&dq=DOI:+10.4324/9781003315988-2&source=bl&ots=Hf-dLSn018&sig=ACfU3U2f0Lj1T8QGEjF-FYbVVr1yfDK5EQ&hl=de&sa=X&ved=2ahUKEwihy_eg-Lf9AhWmcvEDHS6HA1cQ6AF6BAgIEAM#v=onepage&q=DOI%3A%2010.4324%2F9781003315988-2&f=false
U2 - DOI: 10.4324/9781003315988-2
DO - DOI: 10.4324/9781003315988-2
M3 - Chapter
SN - 9781032307589
T3 - Oxford studies in comparative education
SP - 7
EP - 33
BT - Education, Curriculum and Nation-Building:
A2 - Tröhler, Daniel
PB - Routledge
CY - London
ER -