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According to the ACLU (2005), ". . .at times of national stress -- real or imagined -- First Amendment rights come under enormous pressure." So, too, academic freedom of expression for faculty, staff, and students has become a casualty in the post-9/11 world. Academics were criticized and reprimanded for not being patriotic enough. Using a conceptual framework that includes historical reanalysis, terror management theory, contradictory constructions of patriotism, and electronic discourse, this essay explores the nexus between patriotism and free expression in higher education. We examine historical trends in freedom of expression, analyze three higher education case studies (Chilling Churchill; 9/11 and Middle Eastern Studies; and Shunning Bob Jensen), and suggest why patriotism and censorship go hand and glove in times of national crisis. We end one a cautionary note, expressing concern about how easily words can be turned against academics, the very people who should have the highest level of protection for their words. Nearly 20 years ago, Professor Pat Somers joined the faculty at the University of Texas at Austin bringing her trademark wit and her seemingly indefatigable energy to root out injustice. The paper below represents one such branch of her academic curiosity in response to a perceived injustice to a fellow member of the Academy. This paper was first presented as a draft manuscript at the American Educational Research Association and later submitted to a notable journal. Unfortunately, a second paper on academic freedom was already included in the edition, but the editors encouraged Pat and her team to pursue other publications. And then, as with many things, this paper fell to the side as Pat pursued a new branch of academic curiosity and stewarded her many doctoral students through the dissertation process. As you will note in the dedication, Pat was a deeply curious and pedagogically dynamic member of the Academy and this paper stands at the ready for updating and resubmission. We present it today unadulterated as a testimony to Pat's prescience, her passion and her drive -- a historical glimpse into the early days of a very real threat to academic freedom that persists today.

Purpose: This study investigates the relationship between political discussions and ideological composition in the classroom. Design: The effects of class patriotism and within-class differences in it are analysed using the Russian data from the International Civic and Citizenship Education Study. Findings: Students in more patriotic and like-minded classes perceive the classroom climate as more open, but it does not change its effect on knowledge. There is a negative relationship between ideological diversity and civic knowledge. These effects in Russia are neither unique nor the strongest among the ICCS participants. The reality of an open classroom might be far from the idealised notion of balanced deliberation, and its diversity remains a challenge rather than an opportunity. Research limitations and implications: The study makes no claims about the directionality of the relationships due to their correlational nature. More research is needed on the quality of reasoning in social studies classrooms in times of polarisation and political turmoil.

Patriotic education in China is a state project that serves the Chinese government. However, current discourse on Chinese patriotic education basically views inward and outward aspects of patriotism as separate and incompatible, which downplays the intricate relationship between them. Arguably, a more nuanced understanding of patriotism is needed to better explore patriotic education in the context of China. This paper begins by elaborating the differences between inward and outward patriotism as illustrated by Marianna Papastephanou's Janus-faced nature of patriotism. It then proceeds to give background information on Chinese patriotic education and illustrate how inward patriotism has been intrinsic to patriotic education in China from its beginnings. The paper further reveals that outward patriotism has been increasingly emphasized in today's China. Finally, it proposes that the risks and potentials of both inward and outward patriotism should be realized and given full consideration and explains how balanced patriotism can help accommodate diverse needs and make Chinese development more sustainable.

Developing nationalism character among the digital native generation in Indonesia has been one of the national goals, especially to educate the nation's life through formal education. To realise these goals, teachers become the spearhead to grow this character within students. However, most teachers find it difficult to deal with since they have low teacher competencies. This study aims at revealing teachers' challenges and strategies in building the nationalism character among the digital native generation through formal education. This study employed a qualitative approach with the type of library research. The data collection technique was document studies, while the data analysis used content analysis. The study results showed that: (1) Indonesian teachers still have low mastery of the teacher competencies (pedagogic, professional, social, and personal aspects). They also perform monotonous learning methods and rarely use digital-based learning media; and (2) the strategies to build the nationalism character among the digital native generation era are through teacher competencies mastery, effective learning tools, varied learning methods and integration of the digital-based learning media.

The aim of the study is to determine the extent to which the root values were included in the middle school mathematics textbooks that were recommended in the 2018 middle school mathematics curriculum by Ministry of National Education (MoNE). In this study, mathematics textbooks were assumed to be an important material in terms of development of students' intention to use root values. The data were collected from ten mathematics textbooks, including two fifth grade, three sixth grade, two seventh grade, and three eighth grades, recommended by MoNE for use in middle schools in the 2019-2020 academic year. A basic qualitative research design was used in the study. To analyze the data a content analysis process was implemented. As a result, it was found that while the values of friendship, self-control, responsibility, patriotism, and benevolence were used in the textbooks in detail and with their first meanings, there was not enough content about the values of justice, honesty, respect, and love and these values were being used differently from their first meanings. It is recommended that the content involving root values should be distributed more homogeneously to the grade levels and values should be used with their first meaning in mathematics textbooks. In addition, there should be more specific information in mathematics textbooks about how to integrate root values into a mathematics classroom.

Local history has its point in providing information to local communities for the exemplary process. However, there are not many studies of local history to be implemented in history learning. Thus, the purpose of this study was to find the values of character education in the material for the struggle of K.H. Ahmad Hanafiah in defending Indonesian independence in the Lampung Residency and its implementation in learning local history. The method used is a qualitative research method with historical studies. This study uses primary and secondary sources and uses interviews as reinforcement. The results of the study are: (1) K.H. Ahmad Hanafiah as a local figure who fought to defend Indonesia's independence in Lampung Residency, (2) The values of character education contained in the material include: religious attitude, hard work, curiosity, love for the homeland, national spirit, and independence, (3) These character values can be implemented in local history learning through the Class XI lesson plans covering the stages of planning, implementation, and evaluation in high school. It is hoped that students can imitate the figure of a K.H. Ahmad Hanafiah, especially for those who live in the Lampung area, and apply it in their lives both now and in the future. History learning has a central role in instilling the values of national character because the scope of the material taught contains heroic, exemplary, patriotism, and nationalism values. [Note: The page range (62-71) shown on the PDF is incorrect. The correct page range is 62-72.]

Character and cultural education has in important role in growing and developing the noble values of a nation. Character education in school can be means of civilizing and humanizing so that the goals of character education can be achieved. One of the link between culture and character education is ethnomathematics. However, there is still a lack of relevant teaching materials and it makes not optimal. Therefore, the implementation of cultural and educational linkages can be developed in a teaching material. The purpose of this research was to determine students' responses to the ethnomathematics of puppet teaching materials as part of the stages of character education-based development. The type of the research is descriptive quantitative. The population of the research is junior high school students in Yogyakarta, Indonesia. The number of samples used were 260 students in which the criteria for 130 students are low learning achievements (Group 1) and the other 130 students are good learning achievements (Group 2). The instruments used in this research were application of ethnomathematical and student response through questionnaires. The results showed that in G1 with the low performance, the material in the application was very easy to learn and very useful. In addition, they are also satisfied with the use of the application. Meanwhile, G2 with good learning achievement feel that the application is very useful, very easy to learn and they are very satisfied with the application. Then based on the results of statistical tests, it was obtained that G1 and G2 showed that differences in learning achievement did not affect student responses to the learning process through Puppet ethnomathematics android application based on character education. All the Puppet characters have religious, disciplined, hard work, passion, and love for the homeland.

The idea that children need to be exposed to stories of patriotic heroes has again surfaced in recent legislative activity surrounding education. Often, this impulse aligns with a conservative, moralizing vision of teaching history: the flaws of past historical figures should be minimized for the purposes of national pride and traditional virtues. When nations have experienced moral catastrophe, however, this impulse runs counter to the need to teach for historical truth. In this paper, Bryan Warnick examines the link between heroes, historical truth, and patriotic education. For initial inspiration, he turns to a vision of patriotic heroism suggested by writer and historian Anne Applebaum in her analysis of Soviet oppression. After examining both the value of patriotism and the contested role of national heroes in constructing patriotism, he concludes that certain forms of patriotism can make a positive contribution to civic identity and that identification with national heroes will be an unavoidable feature of such an identity.

In this study, the value of patriotism, which is one of the ten core values that students should acquire in the science course, was selected. In this context, the aim of the study is to reveal the views of pre-service science teachers on the teaching of patriotism and examine them in the context of value teaching. In this study, holistic single-case design, one of the qualitative research methods, was used. The research was conducted with pre-service science teachers studying at Süleyman Demirel University Faculty of Education in the 2019-2020 academic year. All the data in the study were obtained with the "Semi-Structured Interview Form," developed by the researcher and consisting of open-ended questions. To ensure the reliability of the research, three expert opinions were consulted. The reliability of the research was calculated using the Miles and Huberman formula (reliability = agreement / agreement + disagreement) by determining the number of agreements and disagreements in the comparisons. In the analysis of the data in the study, both descriptive and content analysis were used as qualitative analysis techniques. According to the findings obtained in the study, most pre-service science teachers do not have much knowledge about value teaching approaches (indoctrination, value clarification, value analysis, moral dilemma, etc.), they consider patriotism as consciousness, responsibility, sacrifice and sense of unity and solidarity, they think that patriotism value is not sufficiently included in the curriculum, they have almost half and half different opinions about the effectiveness of the science course in teaching patriotism value, that it is necessary to go beyond the official curriculum when teaching this value, that they will mostly use methods such as excursion and drama when teaching values, that they will mostly prefer materials such as films and documentaries when teaching values, that scientists will want to serve their own countries more in the context of patriotism, and that most of the pre-service teachers have high beliefs about teaching the value of patriotism. As a result of this research, it was concluded that for pre-service science teachers to teach the value of patriotism effectively, they should encounter more value teaching studies both in the dimension of curriculum and during their education life in the faculty to increase their awareness levels about this value.

Patriotic education plays a crucial role in the national policies of many countries, focusing on students as the primary beneficiaries and educational institutions as the main platforms for its implementation. Despite its importance, there is limited research on how students engage with patriotic initiatives. This study explores how patriotic discourse is embedded in institutions and becomes entangled with institutional power and affective forces. It draws on data generated through an ethnography that explores the lived experiences of 21 young Chinese women attending university. Employing Foucauldian notions of discourse, power/knowledge, and subjectivity alongside gender and affect theories, this study investigates patriotic discourse within educational sites and students' affective responses towards it. This study elucidates the 'everydayness' and ubiquitous nature of patriotic discourse in educational institutions. Additionally, it indicates that while students may exhibit positive affective responses, unexpected emotions can arise, shedding light on how students negotiate with patriotic pedagogical discourse.

Purpose: This study aims to investigate preschool teachers' perspectives on diversity in the unique educational context of Türkiye, a nation-state often underrepresented in the predominantly Western-centric diversity literature. Design/methodology/approach: Recognizing teachers as critical content integrators, the study involved semi-structured interviews to explore their views on diversity within early childhood education. Findings: Analysis of the interviews revealed two key themes: first, the challenge of maintaining nation-state ideology, where teachers balance fostering a national identity with acknowledging diverse cultural backgrounds; and second, a willingness among educators to embrace diversity, highlighting their efforts to create inclusive, multicultural classrooms. Practical implications: The authors call for developing context-specific teacher education programs addressing diversity in depth, equipping teachers to effectively promote context-specific multicultural education that would be different from Western countries. Originality/value: To the best of the authors' knowledge, this study is original in researching preschool teachers' understandings of multicultural education in a nation-state country.

The purpose of civic education is to prepare students to become 'good citizens' aligned with the policies and political purposes of the regime to which they belong. This exploratory study employed a mixed methods design to construct a typology of 'good citizens' to understand university students' perceptions of citizenship in Taiwan, Hong Kong, Macau and Mainland China. It found that the university students' perceptions of 'good citizens' is constructed from two components: internal political efficacy and the connection between 'good citizens' and the regime. Students in these societies share a similar understanding of the first component but have significant divergences in the second component. These findings demonstrate a correlation between regime type and the perceptions of 'good citizens' and our typology could provide a conceptual framework to guide researchers in organising and conducting further comparative studies.

Existing literature has noticed two competing ideas about the state-citizen relationship promoted in China's moral education curriculum: protecting one's freedom and rights, and contributing to and even sacrificing for the country. To reconcile this contradiction, this study uses the framework of 'neoliberalism as exception' to analyze the textbooks of "Morality and Laws," the primary teaching and learning materials in China's moral education. Defining neoliberalism as a focus on individual conduct, including self-reliance, self-entrepreneurship, and individual rights and freedom, this study shows how these textbooks selectively employ neoliberal ideas to promote an understanding of personhood where students are expected to not only practice self-reliance but also prioritize collective and national interests over their rights and freedom. This selective adoption of neoliberal tenets contributes to China's economic development and national cohesion, but it risks perpetuating systemic inequity since all students are posited as coming from the same socioeconomic background.

Projecting itself as the inheritor of China's past greatness, the CCP regime increasingly seeks to boost politico-cultural confidence in education and society and turn students and ordinary people into self-confident Chinese. This article identifies the oscillation of focus from victimhood to confidence in state nationalism and patriotic education and interrogates the politics behind the official push for self-confidence. Through the lens of Foucauldian governmentality and subjectivation, it argues that self-confidence serves as a governing technique for the party-state to subjugate people by individuating and subjectivising a verifiable feeling of certainty about the future, which depends on the CCP, pathologises political grievances, and precludes alternative political imaginaries. To be constructive as well as critical, this article draws upon contemporary political theory to suggest that education for humble citizenship, which centres on contingency, interdependence, and critique of the past and present, is key to citizenship education that strives for desubjugation and autonomy.

While 'national education' has regularly been invoked by post-1997 Hong Kong administrations, its pursuit has acquired new force and urgency since the introduction in 2020 of a National Security Law. Investigating the role of schooling in this reinvigorated project of thought reform, this article asks how far recent initiatives have merely amplified official identity discourse or marked a qualitative change. It does so primarily by analysing the official curriculum and textbooks for Citizenship and Social Development (CSD), introduced in 2022 to replace Liberal Studies, a subject widely blamed by nationalists for fomenting sedition. Following a comparative overview of the new and old curricula, there is a discussion of changes to the textbook treatment of: the historical framing of identity; the 'One Country, Two Systems' model; culture's significance for Hong Kong's place in China; and civil, legal and constitutional rights and duties. The analysis concludes with reflections on what these changes imply both for China's efforts to re-educate its unruly Hong Kong subjects, and for scholarly efforts to understand and explain such processes.

The problems China's rural-born migrants face in accessing urban public services, including education, are widely known. This article analyses how official discourse attributes migrant children's vulnerability to their 'problematic family background' while exhorting them to show 'gratitude' to a benevolent state. Combining documentary analysis and insights from fieldwork, we examine how 'gratitude education' seeks to inculcate notions of a moral hierarchy in which migrants are subordinate or inferior. We further investigate parental beliefs and practices with respect to gratitude, and family participation in related educational activities. The findings indicate that such activities constitute just one aspect of a broader strategy that extends to initiatives focused on governance and philanthropy. Programmes of gratitude education are one tactic for concealing the deficiencies in government action on rural migrants' behalf. By associating entitlement to public goods with individual or familial propriety, they aim to legitimate the institutional barriers that ensure migrants' enduring marginalisation.

Citizenship is a contested term and its meanings and implications vary according to the socio-political and historical context in which it originated and continues to be practiced. This research explores the conceptualisation of citizenship among different groups within the Palestinian education system. The research utilises qualitative research methods such as interviews, focus groups, policy document analysis, and classroom observations. The findings of the research reveal that citizenship represents a unique relationship between the individuals and the homeland. Moreover, this research demonstrates how politics and culture affect citizenship conception. It also demonstrates how the absence of Palestinian statehood affects the perception towards citizenship amongst the participants in this research. The study concludes that the existing definitions of citizenship could be adapted, rather than merely adopted from other contexts when applied to the unique Occupied Palestinian context.

Indonesia is a rich country. One of its wealth includes local wisdoms, spread out in the region. Traditional games are parts of local wisdoms in Indonesia. The purpose of this study was to see the relationship and comparison of responses and students' characters with the implementation of the traditional game called "Congklak" in classroom teaching. The research used the mix-method, which aimed to corelate and compare research variables. This study used a sample of 50 students with the total sampling technique. The data collection instruments used were questionnaires and interviews. Data analysis used descriptive statistics and inferential statistics. The result of the research is that there is a positive significant correlation between research variables, and there is different students' responses and students' characters, with a value of sig <0.05 and in each dominant variable in the good category.

Universitas Pembangunan Nasional "Veteran" Jawa Timur (UPNVJT) is a university with state defense education's characters. In practice, those character did not cover the academic field as a whole. Through the theory of planned behavior (TPB), the research carried out the process of internalizing state defense values in thesis writing as a form of character graduates. The research was conducted using a quantitative approach involving stakeholders at UPNJT, namely LP3M and head of department. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) software. The results found that two TPB variables, namely attitudes and subjective norms in the organization, had an influence on the intention in implementing state defense values. The intention in implementing state defense values will influence perceived self-efficacy of state defense values. Meanwhile, the subjective norms of the perpetrators and the perception of behavioral control in accordance with the state defense values have no influence on the intention in implementing the state defense values.

The aim of this research is to reveal the usability of moral letters, which are intellectual and literary products, as a resource in values education. The research was aimed considering the fact that different materials add excitement to the teaching environment, increase students' interest and motivation in the course, and increase academic success. The research was carried out in a qualitative design and the document analysis method was used. The data source of the research consist of the letters with philosophical content written by Lucius Annaeus Seneca to Lucilius, the Governor of Sicily at the time. Value Review Form, henceforth "VRF" prepared by the researcher was used to collect data from the aforementioned data source. The collected data were analyzed by using the Maxqda 18 qualitative data analysis program, and the content analysis method was used in the analysis of the data. As a result of the analysis process, meaningful word groups and sentence/ sentences were coded around the themes. As a result of the research, it was concluded that, moral letters can be used in the teaching of more than sixty different values that make life meaningful, keep societies and human generation alive, and organize and facilitate human relations. These values which are mentioned as the root values in the Turkish national education program and which all nations aim to see in their individuals include; "Justice", "friendship", "honesty", "self-control", "patience", "love", "respect", "responsibility", "patriotism", "helpfulness", are frequently used. Therefore these values are a wealthy resource that can be used in values education. In the suggestions section, suggestions were also made regarding the use of moral letters for values education inside and outside the school and including the value-content parts of these letters in the textbooks in the form of partial quotations following the purposes of the curriculum.

In this study, the formation of student values with media technology is aimed to ensure the formation of citizenship values and the study is patterned accordingly. The research was carried out in the fall semester of 2021-2022. The study with the participation of 352 volunteer students was conducted using the quantitative research method model. In the study, a 4-week training via distance education media technologies on learning and citizenship feelings was provided to the group of participants. In the study, the media technologies data collection tool developed by the researchers was used to collect data. The scale used in the study was delivered to the participants of the study by the online method and collected. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was found that students use media technologies at a good level and thus their feelings of citizenship developed.

One of the most pressing global problems today is the prevention of environmental crises is achieved only through targeted actions of people. In this regard, the search for ways out of the environmental crisis is being carried out, which is reflected in the laws "On environmental protection of the Republic of Kazakhstan", "Emergencies of natural and technogenic character ", as well as in state documents dedicated to environmental issues. as the "National Action Plan for Environmental Protection for Sustainable Development" adopted in our country. An environmental crisis is not the result of some mistakes in the technical or social development of society, it is a manifestation of a cultural crisis, which includes the relationship of people with each other and the system of interaction between society and nature. To get out of it, people need to master new value-normalized relationships, expand their environmental outlook, change the motto "economic efficiency" of society as a whole to "environmental efficiency." We believe that it is necessary to develop a new system of continuous environmental education and training to support these new trends and changes in cognitive / by cognitive /, value and practical orientation of the content of education. From this point of view, we tried to study the bioecological characteristics of plants in the Aral region of the Kyzylorda region as a regional component of teaching biology and to include the results obtained in the educational process. Studying the biology and ecology of plants in the Aral region of the Kyzylorda region, students express their patriotic feelings before their homeland, responsibility and views on nature conservation.

The purpose of this study is to examine the relationship between blind patriotism, constructive patriotism, global citizenship and critical thinking in pre-service teachers. The study group includes 372 teacher candidates studying at a state university in the Central Anatolian region of Turkey. Data collection tools used in the study were the Patriotic Attitude Scale, the Universal Citizenship Scale, and the Critical Thinking Tendency Scale. The research findings suggest that there are negative relationships between constructive patriotism and blind patriotism, between blind patriotism and critical thinking, and between universal citizenship and blind patriotism. In other words, as blind patriotism scores increase, the level of universal citizenship, critical thinking and constructive patriotism decreases. The research results also reveal that there is a positive and significant relationship between constructive patriotism, critical thinking and universal citizenship. That is, as the critical thinking tendencies of pre-service teachers increase, constructive patriotism and universal citizenship scores increase. A society having critical thinking tendencies would be more democratic, and more correct decisions could be made on political, social, economic and societal issues. It therefore distances people from blind patriotism and makes it easier for them to become constructive global citizens.

In Turkey, the Republican Era, which started in 1923, is a period in which state institutions were rapidly restructured and these institutions were reconstituted within the framework of the ideology of the newly established state. Education has taken its share in this reconstruction process as well. One of the important regulations in the field of education was the 1924 curriculum. The 1924 curriculum was quite important in terms of reflecting the Republic's perspective on education and the importance it attaches to education. Through this curriculum, it was aimed to raise patriotic individuals who are loyal to the philosophy and values of the Republic, have national consciousness, and understand the new state, institutions and organizations. The aim of the research is to examine the first citizenship education course of the Republic of Turkey, "Musâhabât-i Ahlâkiyye & Malumât-i Vataniye" [Conversations on Morality and Civics], which was included in the 1924 educational program. In the study, this curriculum was analyzed by employing the historical research method.

The present study aimed to allow pre-service social studies teachers to define the citizens of the future and to determine the characteristics of the citizens of the future according to pre-service social studies teachers. The study group included 19 pre-service social studies teachers attending Firat University, Faculty of Education and participated in the study on a volunteer basis. Criterion sampling method was used in the study. Thus, a semi-structured interview form that included open-ended questions was utilized to interview the students. In the study, the data were analzyed with descriptive analysis. The study findings demonstrated that pre-service social studies teachers defined the citizens of the future as individuals who love their homeland, adhere to the state and national ideals, are educated, well-informed, and aware of their rights and responsibilities as active citizens. The characteristics of the citizens of the future were described as well-informed, concerned, research-oriented, prioritizing national unity and solidarity, respectful, honest, charitable, and educated by the students. According to the pre-service teachers, citizens of the future should not be insensitive and irresponsible, betray their homeland and be useful, should not be self-seeking and selfish, uninformed, uneducated, unaware.

Red Culture is one of the symbols of Chinese national spirit in China. With the enhancement of China's international status, the world gets to know the Red Culture stage by stage. And yet, in the process of Red Culture's foreign publicity, the depth and breadth of cultural diffusion have been affected by different factors. This paper objectively analyzes the current situation of foreign publicity translation about Red Culture and then focuses on the Red tourism industry to explore the characteristics and advantages of foreign-oriented publicity translation under the intercultural communicative perspective. In the end, we are trying to come up with some methods to increase the accuracy of Red Culture publicity translation.

With the current situation of the political turmoil in Northern Iraq, Turkey has been a natural destination country for thousands of refugees escaping the war, including the Iraqi Turkmens. Being native speakers of Turkmen-Turkish and Arabic, Iraqi Turkmen refugees go through confrontations about linguistic ideologies with the local Turkish community on a daily basis. Drawing on linguistic ethnographic data of naturally occurring interactions from social gatherings of local Turkish women with their Iraqi Turkmen neighbors, the present paper analyzes the dialogical processes through which these women construct and negotiate their identities and social relations from the lens of a range of linguistic ideologies. The findings suggest that while the Iraqi Turkmen participants' skillful interactional moves allow them to reframe their relationship with the local women, Turkish nationalism blended with Ottoman patriotism and Sunni-Islamic conservativism, which lay the foundation of the women's linguistic beliefs and judgments, complicates the process of their attempt for recognition.

National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.

This research will analyze the ideological policy of the political regime of Kazakhstan in the field of higher education, which was supposed to find answers to the research question: why the Kazakhstan government is promoting the expansion of higher education. Thus, through the analysis of educational documents in the higher education system, an attempt will be made to identify the motives of the political regime in promoting the expansion of higher education in Kazakhstan. The study claims that the government of Kazakhstan promotes the expansion of higher education to maintain the regime stability. The Kazakhstan government's motives for promoting the expansion of higher education are based on taking control of a large number of school graduates by admitting them to Higher education institutions. In this way, these students will be socialized into the state's dominant ideology. Thus, the study will use the Gramscian approach, which will allow us to understand the political purpose of the Kazakh government in expanding higher education. An analysis of official state documents and curricula of higher educational institutions shows that the entire content of youth upbringing programs and compulsory academic disciplines aims to form moral and loyal citizens.

The analysis of the current state and development of social tourism in Russia indicates the need for further research into its content and forms, aimed at introducing the historical and cultural values of our citizens, organizing their active and wholesome recreation, solving the problems of patriotic education for the country's younger generation. The paper discusses some issues of social tourism development in Russia, the role of social tourism in the preservation and development of historical and cultural heritage focuses on the need to develop measures to stimulate tourist demand, strengthen the social component of tourism in the country

A special place belongs to the historical thought of the late 19th-early 20th centuries in the spiritual heritage of the Tatar people. In a short time, Tatar historians have achieved significant results in the reconstruction and study of the national past. Their successes were appreciated by Russian and European scholars and orientalists, and their unconditional leadership among other Turkic Muslims was generally recognized. The works by Sh. Mardzhani, R. Fakhrutdinov, G. Akhmarov, H. Atlasi, G. Gubaidullin are being republished today and are returned to the reader. Their work is being successfully studied, but there are no works where the formation and development of Tatar historical science at the end of the 19th-beginning of the 20th centuries would be considered specifically. A systematized study of the historical thought of the Tatars during the Jadid period, the determination of the characteristics, trends, and the directions of its development remains an urgent task of modern science. This scientific article examines the features of Russian-Tatar relation coverage by Tatar historians of the late 19th-early 20th centuries, reveals the information and analytical activities of censorship and its special attention to historical writings, contains an overview of little-known sources -- popular editions and publications in time-based press, dated to the centenary of The Patriotic War of 1812 and the 300th anniversary of the House of Romanov, the authors of which, showing the commonality of the historical fate of Russians and Tatars, substantiated the thesis of "equal rights in a common Fatherland". The obtained analytical results are very effective in increasing the level of education of educators in this field.

This study aims to explore the effectiveness of exchange programs between Taiwan and mainland China in terms of shaping participants' support for Taiwan, given that the cross-strait relationship has reached a deadlock. Academic and social involvement, social contact, social identity, patriotism, animosity, and political familiarity were integrated into a theoretical framework. The participants, who have joined an exchange program commissioned by the Mainland Affairs Council in Taiwan, were invited. The results showed that the level of involvement can either positively influence patriotism and support for Taiwan, or negatively influence animosity, whereas patriotism can positively influence animosity. This seemingly contradicting result indicates that exchange students who went back to mainland China have developed a coping mechanism in which patriotism does not dominate their support for Taiwan. Hence, the exchange programs, to some extent, were effective in promoting support for Taiwan.

At the fin de siècle the Industrial Revolution created egregious physical, emotional and spiritual conditions for American society and especially for the worker but who would come forward to alleviate those conditions? Protestants implemented their Social Gospel Movement as a proposed cure to these problems. Secular Progressives engaged in a more activist role both materially and through legislation. Both of these groups had limited successes with disappointing outcomes. America's Catholics, more accustomed to living and working in industrialized neighborhoods, eventually developed their own programs and agenda to address social and labor concerns. However some scholars believed that Catholic efforts merely replicated what others had achieved. It was the actions of America's Catholics in answer to these issues that propelled them onto the national scene with a sense of purpose, inclusion and equality. This paper examines each group to ascertain their programs, relevant accomplishments and demonstrate how resolutions to solve social and labor problems proceeded yet stagnated for some. For America's Catholics their agenda for social reconstruction empowered them to assert themselves as equals with a long lasting viable program of future corrective action.

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.

Values are social acceptances that affect and guide behaviors and decisions in daily life. Developments in science and technology and natural or human disasters play an essential role in the maintenance or disappearance of the values in society. The COVID-19 pandemic, which appeared in December 2019 and became a global challenge, also influenced and changed individual and social values. This study aimed to determined teachers' opinions about the impact of the pandemic on values. This research was designed in terms of qualitative research methodology. The study sample consisted of 100 volunteer teachers from different primary and secondary schools in different provinces. The data were collected using interview forms and analyzed by using descriptive analysis methods. According to teachers' opinions, the values positively emphasized during the pandemic were patience, responsibility, helpfulness, self-control, respect, love, and friendship. The damaged values included justice, honesty, respect, and patience. The participant teachers suggested organizing activities that promote psychological support, education, empathy, patience, and communication to overcome the challenges related to values.

The aim of this study is to assess the impact that the current status of the country and of the education system has on the identity and place attachment of the students attending the 2nd, 3rd, 4th and 5th grades of the elementary school, in the context of the meanings these students attribute to the concept of homeland via the metaphors they have created and the pictures they have drawn. The study was conducted on 27 male and 33 female students that attend the Yedidalga Elementary School in the Lefke District of Northern Cyprus. Metaphors and pictures were chosen as the tools to assess the students' perceptions of the concept of homeland, and for this reason, the students were asked to reflect their perceptions of the concept of homeland on the metaphors they create and on the pictures they draw. The data obtained were analyzed using the methods of descriptive analysis and document analysis. Students produced a total of 20 metaphors that were categorized into 4 themes about the concept of homeland, and produced pictures, in which they used blue color the most followed by green color. In conclusion, the results of the study suggest that the students' perceptions about the concept of homeland focus mostly on national values and loyalty, and that the elementary school students associated the concept of homeland predominantly with a sense of protection of national values. [The page range on the .pdf (85-98) is incorrect. The correct page range is 84-98.]

Individuals and societies continue and end their lives within the framework of values. One of the most important of these values is the concept of homeland. Homeland refers to the land, where the individuals were born and live in, a piece of which may also be owned by such individuals. The concept of homeland is always given utmost importance in the curricula. In this context, it is important to determine the perceptions of elementary and middle school students towards the concept of homeland in order for foreseeing the love they felt for, and the importance they attach to, the geography they live in. In this study, it is aimed to reveal what students understand from the concept of homeland through metaphors. Phenomenology pattern, one of the qualitative research patterns, was used in this research. The study group of the research comprises 580 students. "Convenience sampling" was used in sample selection. In this study, elementary and middle school students were given a form of incomplete sentences in the following format of "Homeland is like ............... Because ................." as a data collection tool, and then they were asked to write their opinions by filling the blanks. The results of the study revealed that the participants expressed a total of 59 metaphors in relation to the concept of homeland. Based on the metaphors developed by students for the concept of "homeland", 7 categories were created. These categories are; Administration, Vitality, Concrete Object, National Value, Security, Value, Social Environment. The results of the study indicate that particular attention should be paid to the synonyms of the word "Homeland". It would be useful to organize certain activities in order to create a sense of belonging and national awareness among the students.

This mixed-methods study examines university students' reflections on their high school social studies teachers' views and pedagogy surrounding the issues of immigration, nationalism, and patriotism within the classroom. The article is based within the framework of critical pedagogy, particularly critical nationalism. The sample (N=58) comes from students enrolled in an introductory education course at a university in the American Southeast. The quantitative data revealed that students believed their teachers tended toward more inclusive views regarding immigration overall, but they were more exclusive toward undocumented immigration. They also tended to have high levels of patriotism and more moderate levels of nationalism. The qualitative data revealed a lack of discussion on immigration, which related to a larger fear of discussing contemporary issues of controversy within the classroom. This study has strong relevance for both educators and teacher educators in critically and thoroughly examining issues such as nationalism and immigration, particularly in more conservative settings like the American Southeast where these topics are often given little more than a cursory overview.

This study was conducted to examine the relationship between the living values and life skills of 883 students in five secondary schools in Hanoi, Ho Chi Minh City and Da Nang. The questionnaire used in the study consists of 42 items reflecting 9 living values (Patriotism, Cooperation, Safety, Happiness, Tolerance, Hardworking, Love -- Respect, Responsible for the future and Honesty) and 23 items reflecting 3 life skills (Autonomy, Problem Solving and Creativity, and Communication). The results show that: The students made a clear expression of the 9 living values and the 3 life skills. The living values and life skills were positively correlated with the Pearson correlation coefficients of from 0.33 to 0.684. The correlation coefficients between living values and life skills expressed by females are higher than those for males. The correlation coefficients between living values and life skills by grade level are positive. This study also showed the need to focus on educating the living values and life skills under the focus of the general education program in Vietnam today. The research provides a scientific basis and evidence that many high secondary schools in Vietnam are focusing on educating only life skills in the past decade will review and adjust their model and approach of life skills education. These practical results help reinforce the approach and educational model for integrated living values and life skills. Many schools, especially five schools of the sample group in Ho Chi Minh City, Da Nang and Hanoi, can immediately adjust their current model of living values and life skills education.

This research is driven due to significant role of textbooks possessed in a country. The purpose of this study is to analyse the Malaysian Form Two Science textbook as this learning tool may acts as one of the reason that affects national Science education. The textbook was analysed based on content element adapted from Florida University Department of Education [FLDOE] (2015). Only four chapters from the theme 'Energy and Sustainability of Life' were analysed due to its physics related concepts which consider notoriously difficult for students (Oon & Subramaniam, 2011). This qualitative content analysis study found that all the requirements set by national syllabus were aligned with textbook. Other criteria were developed which were values and STEM careers. The values emerged were caring and patriotic aside from Science core values. Nevertheless, limited example of STEM careers and portrayal of caring and patriotism values found in the textbook which may result in lower efficiency of the objectives to be achieved in real life. Following the analysis, the treatment level or the complexity in the introduction chapter is generally consistent except for Chapter 8 ("Force and Motion") as it demonstrates questions with lower order thinking skills (LOTS). There were also certain examples in the textbook were not further explained which shows insufficiency in its content. Meanwhile, the textbook does not consist of any error in scientific disciplines, however few inaccuracies were found in technical websites and language manner. These technical difficulties may affect classroom lessons while the grammatical errors may distort students' language coherency.

Purpose: Against the backdrop of a global policyscape of inclusion, this paper investigates how three primary schools (Poland, Austria, Germany) mark entry halls and classrooms with state and religious symbolism and grant presence or absence of multilingualism. Design/methodology/approach: This multi-sited school ethnography investigates how EU educational policy projects on social justice and inclusion are appropriated and negotiated in the spaces of three Central European schools (Abu El-Haj et al. 2017; Levinson, et al. 2018). I build on Gert Biesta's concept of "transclusion" (2019) to interpret how school spaces appropriate EU inclusion policies and create a shared sense of community and belonging. Research limitations: Findings must be treated with caution as these are snapshots into the everyday life of three schools and cannot serve as general claims. Findings: Monoethnic expressions of religious faith (cross), national symbolism (flag) and language regimes co-construct national narratives that draw a line between those who belong and those who do not. Strong national narratives, communicated through entry hall decorations and classroom practices, allow little space for peripheral identities, i.e. migrant students, to claim voice and participate in the classroom and other shared spaces (Poland). Where there is less overlap between entry hall and classroom discourses (Austria), on the other hand, students receive mixed messages when it comes to their acceptance as Austrians. Blank spaces (Germany) presume a possibility to create shared spaces of communication and decision-making that students playfully engage in. However, in both Germany and Austria the ambivalence around space-marking means that language regimes are the more prominent factor in drawing the demarcation line between insiders and outsiders.

Black scholars across disciplines including literacy studies have theorized literacy practices and traditions that people of African descent employ towards healing. In response to Black rhetorical scholars' call for the discipline to examine Black diasporans' healing practices in charged sites of trauma such as the Pikworo Slave Camp in Ghana, I devise methods, informed by Indigenous decolonial approaches, to study and theorize African Americans' creative literacy practices of healing at a historic site in Ghana.

When Israel, Jewish identity and education are each in a state of profound flux, Israel education for Jews will necessarily be dynamic. In response, an orienting prism is proposed which seeks that Jews inquire appreciatively into Israel with diverse Israelis, whilst using historical thinking. The aim is that there emerge numerous ethical paths to realize patriotic dreams to participate actively in the cosmopolitan world, thus enabling Jewish flourishing.

This study examines how Chinese postgraduate students' personal worldviews are separately and collectively shaped by the interplay of neoliberalism, Confucianism and patriotism. The findings reveal that neoliberalism contributes to Chinese postgraduates' enterprising self by shaping their subjectivity in pursuing personal goals, influencing their thinking with the market logics of efficiency, effectiveness and ­quantifiable outcomes, and leaving them with a predisposition toward deregulation. Confucianism prompts the postgraduates to self-strengthen at the individual level and guides them with interaction norms at the interpersonal level. Patriotism underpins the postgraduates' psychological and emotional power based on strengthened memories of historical events and pride in national achievements, thereby generating a deep-seated collective identity. Counteracting and consolidating forces are identified based on the interplay of the three "isms," resulting in the Chinese postgraduates' partial individualization. The partial individualization reflected in today's Chinese postgraduates features a consistent rather than divisible dual-self.

Scout Rally at Birmingham and Imperial Scout Exhibition organised in July of 1913 by the Boy Scouts Association constituted educational propaganda of the British Empire. The term "imperial", which was used in the British press, reflects the ideological meaning of this outsized event which gathered scouts from the United Kingdom and its dominions, and much smaller groups of scouts from Europe, including quite numerous groups from Poland. In the eyes of Poles, British "imperialism" or "patriotism" confronted as an ideal compared to Russian and German rule, and their attitudes were enthusiastically Anglomaniacal. This is the psychological key to understand the attractiveness of performing on the British arena for the representation of the young generation of Poles who were invited. For Polish scouts, the Scout Rally in Birmingham was an opportunity to demonstrate not only their skills but also patriotism as a function of political presence. This is how the Polish press understood these things, and which after the British -- what needs to be emphasised -- paid the most attention to the events in Birmingham. The most important Polish dailies publishing in Cracow, Warsaw, Poznan, and Lvov (now Lviv) closely followed the course of the rally, which was given the rank of success by a two-sentence "depeche" from London and a lengthy letter published in the "Czas" daily paper. The object of interest for the author of the article is the book written by the founder of Polish scouting, Andrzej Malkowski, which constitutes a noteworthy record of observations made by him during the Scout Rally as well as those made by other organisers of the Polish delegation's trip and of letters from journalists who accompanied this delegation and sent their correspondence to the Polish press from Birmingham, London, and Paris. Only one journalist broke out from apologetic opinions about the excellent performance of Polish scouts, who noticed shortcomings in performance and wrote about them. The article introduces the content of these letters and interprets and compares them. The opinion about the triumphant rally in Birmingham rooted firmly in Polish public opinion, constituting an important element of the founding myth of Polish scouting, which in the history of this movement is worth noting.

This paper provides a detailed introduction to the structures and practice of ideological and political education in Chinese universities. It draws on a thematic analysis of documents from the Chinese Communist Party and State sources, and data from 24 in-depth interviews with managers of ideological and political education, teaching staff, student counsellors and students from three universities. This paper shows how ideological and political education in Chinese universities has developed into an institutionalized system. It reveals how the practices of ideological and political education institutionalize patriotism as appropriate ideological perspectives for students. It offers empirical evidence of the party-led structures, formal teaching and varied activities that together make up ideological and political education in Chinese universities.

Patriotism is controversial in moral education across contexts. In China, patriotism is highly politicised by the government and heavily promoted in education. In the last few decades, the moralisation of patriotism, which refers here to the framing of patriotism as a virtue, has become the focus of teaching patriotism in China. This paper demonstrates how patriotism is moralised and promoted in Chinese moral education textbooks. The paper begins by providing a theoretical introduction to patriotism in moral education and defending a rational approach to teaching patriotism given its controversial nature. Then it elaborates on the Chinese context of teaching patriotism and analyses patriotism as part of moral education in Chinese textbooks. Our findings indicate various ways in which patriotism is promoted in Chinese education as a non-controversial virtue and moral duty. Finally, the paper discusses the limitations of this way of teaching patriotism and argues for the adoption of the rational approach as an alternative.

International education is a popular educational strategy among middle-class and affluent families in China and is pursued at increasingly younger ages. Yet, we do not know the implications of this family strategy for the identities and worldviews of privileged Chinese youth and what this may mean for the future of the Chinese nation-state, given the important role of the middle and affluent classes in the trajectory of a nation. To investigate this question, the current study draws on data collected at two high schools that cater to socioeconomically advantaged Chinese families: an international school in Beijing and a standard curriculum school in neighboring Tianjin. Despite unusually high levels of international travel and contact with non-Chinese groups, students at the international school were markedly similar to their counterparts at the standard curriculum school in identities and worldviews. Overall, findings suggest that families that engage with international education for strategic purposes cultivate mundane and strategic forms of cosmopolitanism in their children, as opposed to moral-ideological cosmopolitanism or a sense of global citizenship. Consequently, this study raises issues with arguments that international education will result in more globally-oriented individuals, and with theories that pit the forces of globalization and cosmopolitanism against the nation-state.

In this critical historical analysis, "Higher Education for American Democracy" is considered a historical artifact, and its veneration as a landmark quest for equal opportunity in higher education is challenged. I argue that this report and the institutional expansion that resulted positioned the federal government to have a direct role in higher education, allowing presidential agendas and dominant ideologies to influence the course of college and university curriculum, access, and purpose. Through a discourse historical approach and a critical realist lens, the Truman Commission Report and President Truman's public statements are analyzed to reevaluate their report and its implications for the democratic purpose of higher education in America after World War II.