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Titlebook: Childhood and Nation; Interdisciplinary En Zsuzsa Millei,Robert Imre Book 2016 The Editor(s) (if applicable) and The Author(s) 2016 Cultura

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“Let’s Move, Let’s Not Remain Stagnant”: Nationalism, Masculinism, and School-Based Education in Moz Young (1990), Joane Nagel (1998), Cynthia Enloe (2000), Isabel Casimiro (2004), and Signe Arnfred (2010), I investigate the masculinist underpinnings of Frelimo’s nation-building project and the core goals of secondary education as reflected in policy and curricular documents, political speeches, a
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https://doi.org/10.1007/978-94-017-2825-6d ability to construct a range of narratives with their country and with the European Union that show a complex and contingent pattern of identities. They talk about politics, their political self and agency, and of belonging to various geopolitical entities such as the nation/country and the European Union.
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Michel Nicolet-Monnier,Adrian V. Gheorgheof the ways in which dominant discourses of childhood—that naturalize the child’s development toward a normative, rational adulthood—are put to use in the making of social and political hierarchies of the nation.
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The Child , Nation: Embodying the Nation in Salman Rushdie’s ,of the ways in which dominant discourses of childhood—that naturalize the child’s development toward a normative, rational adulthood—are put to use in the making of social and political hierarchies of the nation.
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Geophysics and Astrophysics Monographsood as cultural and political constructions and focused on the dynamisms between these two modern inventions: childhood and nation. Her book published 20 years ago provided the initial inspiration for this project.
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On Conservation Laws of the XY Modeltities are in fact on the decline or whether these symbols heighten children’s awareness of national belonging. This examination is particularly important in a context characterized by “hot nationalist passion” (Billig 1995, 44) continuously fuelling national unrest, as the case in Northern Ireland.
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