"Let us remember that we, too, are English": Constructions of Citizenship and National Identity in English Elementary School Reading Books,
"Let us remember that we, too, are English": Constructions of Citizenship and National Identity in English Elementary School Reading Books,
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“让我们记住，我们也是英国人”：英语小学读物中的公民身份和国家认同的构建，
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发表时间：
2016
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影响因子：
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通讯作者：
Stephen Heathorn
中科院分区：
文献类型：
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作者：
Stephen Heathorn
读者们认同他们的盎格鲁-撒克逊祖先：1880 年至 1914 年期间的小学课本上充满了这样的说法。这些书共同提出了一系列关于“英国性”的修辞和象征前提，这些前提越来越关注社会建构的“种族”类别和种族继承过程。这种特殊的国家认同建构依赖于关于种族认同和规定的性别角色的假设的混合，并且明显地试图通过参考“种族”的共性来超越阶级和社会分层。通过研究这一时期的小学课本中如何定义种族化的归属感社区，本文将试图探讨那些对英国民族至关重要的特征如何与帝国计划和工人阶级人口的社会政治地位联系起来。
readers to identify themselves with their Anglo-Saxon forebears: e elementary school books of the period 1880 to 1914 were replete with such statements. Collectively these books set out a constellation of rhetorical and symbolic premises about "Englishness" that focused increasingly on the socially constructed category of "race" and the process of racial inheritance. This particular construction of national identity depended on an amalgam of assumptions about ethnic identity and prescribed gender roles, and conspicuously attempted to transcend class and social stratification through reference to the commonality of "the race." By examining how a racialized community of belonging was defined in the elementary school books of this period, this article will seek to explore how those traits characterized as essential to English nationality were connected to both the imperial project and to the socio-political status of the working-class population.l