How Is Collective Identity Possible in Democracies? Political Integration and the Leitkultur Debate in Germany

The quest for a common collective identity has become a challenge for modern democracy: Liberal demands for greater inclusion and individual freedom, aspirations for a strong and solidaric political community, as well as nationalist or right-wing populist calls for exclusion and a preservation of hegemonic national identities are creating tensions that cannot be overlooked. This article therefore formulates the central question of how collective identity can be possible in a liberal democracy. Based on a case study on Germany, it will therefore be examined whether Leitkultur as a model of political integration can serve in generating a functional democratic collective identity. The necessary benchmarks guiding the analysis will be defined beforehand from a systems-theoretical perspective, balancing inclusion and exclusion within three crucial dimensions: normative basics, historic continuity, and affirmative bindings. The results show that a static definition of a German Leitkultur would in the long run neither achieve functional inclusion nor be able to generate the necessary cohesion of a political community, especially regarding the second and third identity dimensions.

Heritage Education and Global Citizenship

Heritage education has been viewed as an aspect associated to the building of local and national identities, but there has been little exploration of the way it relates to Global Citizenship Education. This chapter explores this relationship in theoretical terms, through documentary review and analysis from a socio-critical perspective. One of the initial conclusions is that heritage education is associated with art history and is the work of formal and informal education institutions. Another more in-depth conclusion is that there are relationships between these two types of education that share the common thread of identity-building and participation, which ties in with recognition of the changes caused to societies through globalisation. The chapter concludes with a series of questions asking whether it is possible to conceive a global heritage or identity.

Historical identity in the coordinate system of world development

The purpose of the article is to conceptualize the phenomena of «ethnic» and «national» identity and to determine the vectors of their development. Research methods are based on the fundamental principles of historical and cultural analysis. The methodological core of the research is a comparative analysis of ethnic and national identities in the chronotype as complex sociocultural systems. The scientific novelty lies in the conceptualization of the ethnonational identity dichotomy through the prism of the cultural code. It is substantiated that in the conditions of modern modernization, the ratio between the ethnic and national components of identity depends on the direction of their development vectors: a) when the vectors are parallel and equally oriented (for example, one of the ethnic communities monopolizes power), there is a reduction of national identity to ethnic one; b) when the vectors are parallel, but oppositely oriented (for example, when an ethnic community seeks to recognize its right to political self-determination), national identity collides with the interests of the ethnic community, entering into confrontation with it. Conclusions. Within the framework of constructivism, the phenomenon of ethnic identity is analyzed as a social construct and the factors of deviation from this model are revealed (in particular, adaptation to the environment, acculturation, violation of the demographic balance between different groups), causing its variability. The systemic characteristics and the main conceptual components of national identity (internal and external) are analyzed, factors of the weakening of social ties due to the processes of globalization, the growth of entropy, and information expansion in society are identified. Typical models of interaction of ethnic and national identities are considered. Keywords: ethnic identity, national identity, cultural code, ethnos, nation.

One identity, two flags: Christian nationalists, the Israeli flag and national authenticity

Although we commonly associate a national identity with one flag—its own—some nationalists express their identities with two. In recent years Christian nationalists in the United States and South Korea have been flying the Israeli flag alongside their own. We posit that their symbolic agendas are focused more on domestic issues than foreign policy. Christian nationalists endeavor to overturn the official variants of their respective national identities which embrace pluralism and secularism. They signal their authentic nation by flying the Israeli flag alongside their own in order to convey biblicality. By symbolically setting themselves apart from their non-pious compatriots these nationalists are promoting an alternative, multi-tiered national identity which situates religious Christians at the top and all others underneath.

Friends tell it like it is: Therapy culture, postfeminism and friendships between women

Feminist cultural studies researchers have produced a rich body of work showing how postfeminism and therapy cultures pervade a range of media. However, receiving less attention are questions of exactly how the neoliberal technologies of self implicated in these two cultural persuasions ‘land’, and are practised in everyday life. In this article, we forward an identity practice approach to understand the interrelated cultures of therapy and postfeminism using data from a qualitative investigation of women’s friendships in Aotearoa New Zealand. We are interested in how the cultural resources concerning postfeminism and the ‘psy complex’ are used flexibly within friendship interactions in concert with other identities, such as national identities and caring identities. Overall, aligning with previous feminist analyses of media artefacts, we find that as postfeminist and therapeutic subjectivity-making entwine with the moral orders of women’s friendships, women carry out their self-surveillance and self-transformation work collaboratively. Yet, remaining attentive to how women tailor cultural resources in their creative identity work leads us to a more hopeful reading. We suggest that the confidence gained by women through their therapised friendships should also be acknowledged for its nourishing qualities.

National Identities and Nation-building

This chapter demonstrates just how preoccupied contemporary liberal democracies are with the impact of immigration on social cohesion, and how they have responded to such concerns with nation-building policies and an emphasis on shared values. More specifically, four country cases are considered, namely Canada, Denmark, France, and the UK. Similarities and differences in how they have responded to concerns about diversity and social cohesion are explained. These responses invoke nation-building, relying to various degrees on nationalist, liberal, republican, and multicultural community conceptions, that is, conceptions of the social basis for intergroup relations and cooperation.

Does a Strong Bicultural Identity Matter for Emotional, Cognitive, and Behavioral Engagement?

In the course of their acculturation process, minority students need to negotiate the adaption to the host society’s culture and the maintenance of the culture of their country of origin. This identity construction is complex and may encompass contradicting and competing goals. The adjustment to school is seen as a relevant acculturation marker. An increasingly prominent multidimensional construct is students’ school engagement because it can provide an insight into the way students feel and interact with the emotional, cognitive, and behavioral domains of school. Successful adjustment to school culture, and acculturation in general, can be closely related to school engagement. There is yet no common knowledge about the role bicultural national and/or ethnic identity plays for the three dimensions of school engagement. The present study focusses on minority students in Germany who report a strong bicultural identity (in comparison with single stronger ethnic or national identities, as well as weaker bicultural identification) to explain students’ emotional, cognitive, and behavioral school engagement when controlling for gender, SES, and cultural capital. Data is derived from paper–pencil questionnaires administered in secondary schools in Germany. Regression analyses show that students with a stronger bicultural identity have a significantly higher emotional, cognitive, and behavioral school engagement than their peers with a weaker bicultural identity, when controlling for gender, SES, and cultural capital. The results hint at the relevance of fostering students’ ethnic, but also their national, cultural identity to support their school engagement. Implications for teacher education are discussed.