Nation-Building and Education

2021 ◽  
Author(s):  
Alberto Alesina ◽  
Paola Giuliano ◽  
Bryony Reich
Keyword(s):  
Primary Education ◽  
Nation Building ◽  
Time And Space ◽  
Large Sample ◽  
Building Policy

Abstract Democracies and dictatorships have different incentives when it comes to choosing how much and by what means to homogenise the population, i.e., ‘to build a nation’. We study and compare nation-building policies under the transition from dictatorship to democracy in a model where the type of government and borders of the country are endogenous. We find that the threat of democratisation provides the strongest incentive to homogenise. We focus upon a specific nation-building policy: mass primary education. We offer historical discussions of nation-building across time and space, and provide correlations for a large sample of countries over the 1925–2014 period.

US nation‐building policy in the greater Middle East

2003 ◽  
Vol 38 (4) ◽  
pp. 21-32
Author(s):  
Marina Ottaway
Keyword(s):  
Middle East ◽  
Nation Building ◽  
Building Policy

scholarly journals Legislating Multiculturalism and Nationhood: The 1988Canadian Multiculturalism Act

2016 ◽  
Vol 49 (2) ◽  
pp. 267-287 ◽  
Author(s):  
Varun Uberoi
Keyword(s):  
Political Parties ◽  
Nation Building ◽  
Interview Data ◽  
Canadian Multiculturalism ◽  
Building Policy

AbstractIn this article I use new archival and elite interview data to improve our knowledge of how theCanadian Multiculturalism Actcame into existence. I show why some Canadians began to seek such an act, why political parties promised an act and how this act was created. The evidence in this article will also correct claims that scholars often make about this act and the policy of multiculturalism that it contains. This evidence also improves our knowledge of why the policy of multiculturalism in this legislation does what few scholars would expect. This is because scholars often claim that policies of multiculturalism are used to “repudiate” and remove understandings of a country. But my evidence helps to show why the policy of multiculturalism in this act promotes understandings of a country. Scholars also claim that policies of multiculturalism can be divisive if they are unaccompanied by nation-building policies. But my evidence helps to show why the policy of multiculturalism in this legislation was designed to be a nation-building policy.

Socioeconomic and Political Implications for Ethnic and National Sentiments: The Impact on Nation-Building Policy Efforts

2015 ◽  
pp. 79-88
Author(s):  
Abdul Raufu Ambali ◽  
Ahmad Naqiyuddin Bakar ◽  
Jasmine Ahmad ◽  
Shaharuddin Badaruddin ◽  
Mazlan Che Soh ◽  
...  
Keyword(s):  
Nation Building ◽  
Political Implications ◽  
The Impact ◽  
Building Policy

Remembering or Forgetting?

2012 ◽  
Vol 4 (1) ◽  
pp. 26-39
Author(s):  
Willeke Los
Keyword(s):  
The Netherlands ◽  
Primary Education ◽  
History Education ◽  
Nation Building ◽  
Political Conflict ◽  
History Textbooks ◽  
Historical Narratives ◽  
National Unity ◽  
Important Means ◽  
Constitutional Monarchy

After several decades of political conflict and turbulence, in 1815 the Netherlands became a constitutional monarchy. In the ensuing process of nation-building, history education was considered an important means to instill feelings of national unity and concord into the hearts of children. This article seeks to investigate how this was possible in view of the recent revolutionary past. It analyzes accounts in history textbooks for primary education of the Patriot Revolt against Stadholder William V that took place in the 1780s and was suppressed in 1787, and of the Batavian Revolution that took place in 1795 and put an end to his rule. Although in many cases the historical narratives of these politically controversial events were adapted to suit the purpose of nation-building, the revolutionary past was by no means forgotten.

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