ABSTRACT The general thesis of this article is that ‘nation’ and ‘state’ are often understood as almost equivalent and that this understanding has led to aberrations in educational research, not only with regard to citizenship but also with regard to questions of modernity, claims of globalization, visions of a coming world culture, or even the proclamation of the end of history. The assumed equivalence expresses a particular discourse that traps reflections and research alike, and this discourse is borne by those nation-states that have profited the most from the coupling of the idea of the nation with the idea of the state―that is, foremost, England, Germany, France, and the United States. Two related shortcomings are identified: the large underestimation of nationalism in education and curriculum research and the ignorance of education in the theoretical study of nationalism. The more precise thesis of this article is that we will never understand nationalism in all its layers if we exclude education from the study of nationalism, and that we will never understand modern education if we exclude nationalism in the emergence of the modern nation-states.

中文翻译：

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民族文学，或现代教育和制造民族思想的艺术

摘要 本文的总论点是，“民族”和“国家”通常被理解为几乎等同，这种理解导致了教育研究的失常，不仅在公民身份方面，而且在现代性问题方面，声称全球化、未来世界文化的愿景，甚至历史终结的宣告。假定的对等表达了一种特定的话语，它同时包含了反思和研究，而这种话语由那些从民族观念与国家观念的耦合中获益最多的民族国家承担——也就是说，首先，英国、德国、法国和美国。确定了两个相关的缺点：教育和课程研究中对民族主义的严重低估和对民族主义理论研究中教育的无知。本文更准确的论点是，如果我们将教育排除在民族主义研究之外，我们将永远无法理解民族主义的所有层面；如果我们将民族主义排除在现代民族国家的出现之外，我们将永远无法理解现代教育。