This book explores the impact of war and political crisis on the national identity of Jews, both in the multinational Habsburg monarchy and in the new nation-states that replaced it at the end of World War I. Jews enthusiastically supported the Austrian war effort because it allowed them to assert their Austrian loyalties and Jewish solidarity at the same time. They faced a grave crisis of identity when the multinational state collapsed and they lived in nation-states mostly uncomfortable with ethnic minorities. This book raises important questions about Jewish identity and about the general nature of ethnic and national identity.

This book examines post-secession and post-transition state building in Somaliland, Somalia, South Sudan and Sudan. It explores two intimately linked, yet analytically distinct themes: state building and national identity reconstruction following secession and collapse. In Somaliland and South Sudan, rearranging the state requires a complete metamorphosis of state institutions so that they respond to the needs and interests of the people. In Sudan and Somalia, the reconfiguration of the remains of the state must address a new reality and demands on the ground. All four cases examined, although highly variable, involve conflict. Conflict defines the scope, depth and momentum of the state building and state reconstruction process. It also determines the contours and parameters of the projects to reconstitute national identity and rebuild a nation. Addressing the contested identity formation and its direct relation to state building would therefore go a long way in mitigating conflicts and state crisis.

Heide Fehrenbach analyzes the important role cinema played in the reconstruction of German cultural and political identity between 1945 and 1962. Concentrating on the former West Germany, she explores the complex political uses of film--and the meanings attributed to film representation and spectatorship--during a period of abrupt transition to democracy. According to Fehrenbach, the process of national redefinition made cinema and cinematic control a focus of heated ideological debate. Moving beyond a narrow political examination of Allied-German negotiations, she investigates the broader social nexus of popular moviegoing, public demonstrations, film clubs, and municipal festivals. She also draws on work in gender and film studies to probe the ways filmmakers, students, church leaders, local politicians, and the general public articulated national identity in relation to the challenges posed by military occupation, American commercial culture, and redefined gender roles. Thus highlighting the links between national identity and cultural practice, this book provides a richer picture of what German reconstruction entailed for both women and men.

Making Identity Count presents a new constructivist method for the recovery of national identity, applies the method in nine country cases, and draws conclusions from the empirical evidence for hegemonic transitions and a variety of quantitative theories of identity.

Interest in the study of national identity as a collective phenomenon is a growing concern among the social and political sciences. This book addresses the scholarly interest in examining the origins of ideologies and social practices that give historical meaning, cohesion and uniqueness to modern national communities. It focuses on the various routes taken towards the construction of cultural authenticity as an inspirational purpose of nation-building and reveals the diversity of the themes, practices and symbols used to encourage self-identification and communality. Among the techniques explored are the dramatization of suffering and tragedy, the exaltation of heroes and deeds, the evocation of landscape, nature and the arts and the delimitation of collective values to be pursued during reconstruction in post-war periods.

How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

America was founded by settlers who brought with them a distinct culture including the English language, Protestant values, individualism, religious commitment, and respect for law. The waves of later immigrants came gradually accepted these values and assimilated into America's Anglo-Protestant culture. More recently, however, national identity has been eroded by the problems of assimilating massive numbers of immigrants, bilingualism, multiculturalism, the devaluation of citizenship, and the "denationalization" of American élites. September 11 brought a revival of American patriotism, but already there are signs that this is fading. This book shows the need for us to reassert the core values that make us Americans.--From publisher description.

In order to determine how history education can be harnessed to reduce conflict attitudes and intentions and create a culture of peace, this book examines how history curricula and textbooks shape the identities of their students through their portrayals of ingroup and outgroup identity, intergroup boundaries, and value systems.

"The hundred years between the revolutions of 1848 and the population transfers of the mid-twentieth century saw the nationalization of culturally complex societies in East Central Europe. This fact has variously been explained in terms of modernization, state building, and nation-building theories, each of which treats the process of nationalization as something inexorable, a necessary component of modernity. Although more recently social scientists gesture to the contingencies that may shape these larger developments, this structural approach makes scholars far less attentive to the "hard work" (ideological, political, social) undertaken by individuals and groups at every level of society who tried themselves to build "national" societies." "The essays in this volume make us aware of how complex, multi-dimensional and often contradictory this nationalization process in East Central Europe actually was. The authors document attempts and failures by nationalist politicians, organizations, activists, and regimes from 1848 through 1948 to give East-Central Europeans a strong sense of national self-identification. They remind us that only the use of dictatorial powers in the 20th century could actually transform the fantasy of nationalization into a reality, albeit a brutal one."--BOOK JACKET.

Nation-building as a process is never complete and issues related to identity, nation, state and regime-building are recurrent in the post-Soviet region. This comparative, inter-disciplinary volume explores how nation-building tools emerged and evolved over the last twenty years. Featuring in-depth case studies from countries throughout the post-Soviet space it compares various aspects of nation-building and identity formation projects. Approaching the issue from a variety of disciplines, and geographical areas, contributors illustrate chapter by chapter how different state and non-state actors utilise traditional instruments of nation-construction in new ways while also developing non-traditional tools and strategies to provide a contemporary account of how nation-formation efforts evolve and diverge.