Abstract This study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organizing social life. The “pedagogy of nation” operates in different ways in these two settings. In Australia, it draws on contemporary patterns of lifestyle, whereas in Hungary it rekindles past traditions within contemporary global flows of culture. The paper concludes by calling for the relevance of revealing everyday nationalism in institutions for young children and for reflexivity to trouble its exclusionary forms.

中文翻译：

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在幼儿教育中学习民族：澳大利亚和匈牙利的民族教学法的多方位比较

摘要这项研究调查了在澳大利亚和匈牙利的幼儿教育环境中如何教授，学习，实践和表演民族。基于比较多地点人种志的分析表明，民族性是理所当然的，没有反身促进的组织社会生活的框架。在这两种情况下，“国家教学法”以不同的方式运作。在澳大利亚，它借鉴了当代生活方式，而在匈牙利，它在当代全球文化交流中重燃了过去的传统。最后，本文呼吁在幼儿机构中揭示日常民族主义的相关性，并要求反省以排除其排斥形式。