Affective practices of everyday nationalism in an Australian preschool

Bibliographic Data

ID12711069
AuthorsZ Millei (0000-0003-4681-6024, Tampere University, corresponding author)
Year2019
Volume19
Issue5
Pages526-538
Publication date2019-08-05
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueChildren s Geographies (JOURNAL)
Journal identifiersISSN: 1473-3277 • E-ISSN: 1473-3285
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14733285.2019.1649361
OpenAlexW2964516313
LanguageEN
Citations received23
References cited42

Nationalism as an ideology seeks to assert the primacy of national community in children’s thinking, beings and feelings through curricula and official school rituals. Another form of nationalism permeating the daily routines and mundane spaces of everyday life, however, often remains imperceptible to our critical gaze. This paper brings these invisible practices into sight in young children’s institutional lives and uniquely focuses on their affective and emotional dimensions. To understand how these affective practices operate, it zooms in on two situations, first, in which a teacher invites young children to engage with the nation’s affective and emotional dimensions, and second, where affective practices of nation are performed by children. Situations are drawn from an ethnographic study in an Australian preschool. The paper calls for more recognition of and a critical engagement with everyday nationalism and its affective practices that often go unnoticed yet seamlessly reproduce exclusive ideals of nation

Aesthetics · Emotion work · Epistemology · Ethnography · Everyday life · Feeling · Gaze · Ideology · Nationalism · Political science · Politics · Psychoanalysis · Sociology · Anthropology · Children's Rights and Participation · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Psychology · Social Psychology

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