ABSTRACT

This paper focuses on conceptualizing the notion of affective nationalism in education by addressing some key theoretical and methodological considerations. Theorizing the concept of affective nationalism in education is crucial for two reasons. First, it takes into consideration recent theoretical developments on affect, materiality, and everyday nationalism (including race, ethnicity, and religion as “striations” of affective nationalism) that necessitate a rethinking of theories of nationalism and national identity in education; second, this renewed academic attention reflects what is currently happening across the world with the growth of nationalist feelings – a phenomenon that does not leave education unaffected. Studying teachers’ and students’ affective experiences of the nation in everyday school life and linking those to the wider historical, structural, and institutional (macro) aspects of the nation will make an important contribution to not only exposing nationalism’s destructive propensities but also inventing new pedagogies of the nation that are more inclusive.

摘要

本文着重于概念化情感民族主义的概念在教育中解决一些关键的理论和方法论考虑。将教育中的情感民族主义概念理论化是至关重要的，原因有二。首先，它考虑到最近关于情感、物质性和日常民族主义（包括种族、民族和宗教作为情感民族主义的“条纹”）的理论发展，需要重新思考教育中的民族主义和民族认同理论；其次，这种新的学术关注反映了随着民族主义情绪的增长，目前世界各地正在发生的事情——这种现象不会让教育不受影响。研究教师和学生在日常学校生活中对国家的情感体验，并将其与更广泛的历史、结构、