Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6682
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dc.contributor.authorEsteban-Guitart, Moisès
dc.contributor.authorPenuel, William R.
dc.date.accessioned2020-07-08T23:53:46Z
dc.date.accessioned2020-07-09T04:31:31Z-
dc.date.available2020-07-08T23:53:46Z
dc.date.available2020-07-09T04:31:31Z-
dc.date.issued2020-06
dc.identifier.citationEsteban-Guitart, M. & Penuel, W. R. (2020). Global Nationalism, Curriculum, and Identities. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 51-58). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.51
dc.identifier.urihttps://repository.isls.org//handle/1/6682-
dc.description.abstractThis paper considers efforts in two different countries to connect curriculum to student identities, in the context of global nationalism. Global nationalism refers to contemporary efforts across the globe to construct the nation as unified, stable, and set apart through dehumanizing others outside the nation. We explore how these efforts, grounded in dynamic theories of identity, encountered challenges in different nationalist contexts, Catalonia in Spain and the United States, when seeking to counteract deficit views of others and re-center curriculum in community priorities. We call for sustained attention to global nationalism as a context that can potentially undermine efforts to link curriculum and identity and for continued attention to the dynamic, fluid character of identity when seeking to connect curriculum and identity.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleGlobal Nationalism, Curriculum, and Identitiesen_US
dc.typeLong Paperen_US
Appears in Collections:ICLS 2020

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