Research on the nexus between education and nationalism in the Habsburg Empire has often focused on the role that language may have played in top-down nationalization processes and the popular dissemination of national thought. According to contemporary nationalist logic, undergoing education in a certain language of instruction also entailed the internalization of nationalist values inherent to its corresponding nationalist movement. The present article argues that the Habsburg educational experience was much more contingent, and draws attention to the diversity of pedagogical approaches towards nationalism and nationality that could be encountered in Austrian schools during the last five decades of Habsburg rule. By using examples from German- and Slovene-language textbooks, it shows that sociopolitical, temporal, as well as institutional factors played an important role in determining the practical values and attitudes towards the nationalism that students encountered during their school years. With systematic empirical studies remaining rare, further research will be necessary to gain a fuller insight into the complexities of the Habsburg education system and its potential effects on popular collective identity formation.

Our article describes the lifecycle of Lithuania’s Electoral Action of Poles–Christian Families Alliance (LLRA-KŠS) party that has been a part of country’s political landscape for near 30 years. Despite its seemingly ethnic program, the party has a poor track record for delivering on its electoral promises. Yet, it has been continuously supported by the majority of Polish-speakers in Lithuania. The background of the nationalizing state, which encourages the party elites to conflate substantive representation with the signposting of ethnic identity in party politics, offers one of the reasons for the LLRA-KŠS’s electoral success. Although the party effectively consolidated its regional electorate, it came to control service delivery to their ethnic constituency by engaging in pork barrel politics. Poor performance in recent national and municipal elections put this strategy to bond with its voters into question, casting doubt on the LLRA-KŠS’s ability to survive as an ethnic party in the long term.

Slovak national communism as a specific approach to the problem of Czech-Slovak relations gained a significant position within the Communist Party of Czechoslovakia soon after its establishment in 1921. This article analyzes the foundations of this phenomenon and the evolving attitudes of the first generation of Slovak communist intellectuals and Party functionaries. The article’s primary focus is on the Slovak communists’ views regarding the official state doctrine of a unified Czechoslovak nation, Czech-Slovak relations, and the issue of Slovak autonomy. The study highlights the significant external influences, particularly the directives of the Communist International and the pre-existing national stereotypes, that shaped the worldview and nationalist tendencies of Slovak communists.

This article examines how the Turkish political elites have responded to the uneven geographical distribution of physicians. This has been a chronic problem in health care provision, with physicians concentrated in the urban areas of western Anatolia at the cost of rural areas and the east, especially the Kurdish southeast. Successive Turkish governments have employed compulsory service laws as major policy tools to tackle this distribution problem. Legislative discussions about these laws have revolved around the idea of a unitary Turkey, the Turkish nation, and how to close the gap between the idealized imaginary of these and the defective reality. Drawing on Kojin Karatani’s mode-of-exchange framework, this study examines the legislative process on the distribution problem through the history of the post-Ottoman republic to the present. It identifies Turkish nationalism centered on state and on commodity exchange as two variants giving shape to the response to the problem. This analysis also contributes to our understanding of the weakness of social citizenship in Turkey. It is argued that Turkish nationalism—specifically, its state-centered version—operates by interpellating Turkish citizens as indebted to the nation-state, thereby hindering the development of the notion of the rights-bearing citizen.

When we study the Jewish-national historiography of the last quarter of the 19th century, there is a tendency to pass directly from Smolenskin’s doctrine to the Zionist-cultural approach of Ahad Ha’am and his students, omitting the works written in between. However, even before the emergence of Ahad Ha’am as a cultural icon in the Jewish national movement, some Hibbat Zion activists engaged in Hebrew cultural activities directed at shaping national Jewish consciousness. The main figures in this trend were Saul Pinchas Rabinowitz and Avraham Shalom Friedberg. Their world view was based on education that advocated proto-nationalism: Jewish solidarity, love of the Hebrew language, promoting Hebrew newspapers, and preserving Jewish tradition. To this they added settlement in Eretz Israel as a solution for the harsh conditions of the Jews in Russia. They edited literary and scientific collections in Hebrew and Jewish historiography and wrote historical monographs and biographies. In this way, they sought to introduce national historical protagonists instead of the Hasskala’s pantheon of historical characters to vividly illuminate periods of historical “golden ages” suited to the national ideology and teach the lesson of historical history—that Hibbat Zion is the solution to the plight of Jews and Judaism.

This article focuses on the role of textbooks in the construction of national identity by analyzing state-approved versions of national identity and history in Kazakhstan. By doing so, this project seeks to highlight what understanding of identity prevails in the history textbooks of Kazakhstan, what narratives regarding the key historic events are promoted, particularly with respect to the Dzhungar wars, annexation of Kazakh Khanate by the Russian Empire, and the Soviet era. Finally, this article compares the main narratives in the textbooks published in Kazakh and Russian languages to illustrate differences and various understandings of identity in the two linguistic realms of Kazakhstan. The article argues that Kazakhstan’s textbooks combine new, independence-focused narratives with the old approaches and partial reproduction of the Soviet symbolic discourse.

While scholars commonly see nation-building as a modernist project or a cultural assertion, we suggest that a “third way” is equally important. Analysing data from a representative survey of 2,001 Singaporean residents collected in 2020 during the COVID-19 pandemic, we demonstrate that everyday social networks have been key to creating and maintaining Singaporean nationalism. We make the point that despite ambitious plans at transforming society, modernist projects must rely upon organic, routinised, and quotidian mechanisms such as friendship-making within and between ethnic groups for national cohesion to materialise.

The trajectory of the Hassan II Prize for Manuscripts, a government initiative begun in the late 1960s to locate rare manuscripts in private collections, is a potent example of the role Arabic-script manuscript culture played in post-colonial nation-building in Morocco. This article presents the history of the Hassan II Prize for Manuscripts, demonstrating how Moroccan bureaucrats used the recovery of archival documents and especially historic manuscripts in Arabic-script, as part of a multi-faceted nation-building project after European colonization. Their project included connecting historic manuscripts to Moroccan identity and territorial sovereignty. It contends that the ramifications of linking these policies with documentary heritage would affect what came to be discovered, valorized, and preserved in the “national collection” and subsequently, what histories could be written.

This article highlights the significance of Lëvizja Vetëvendosje’s (LVV) left-wing Kosovar Albanian nationalist challenge to the authoritarian and patrimonial nationalist system of Kosovo’s rebel victors. LVV used the political settlement’s own legitimizing metanarrative – that of Kosovar Albanian nationalism – to bolster their own legitimacy while undermining that of post-war elites drawn from organizations active in the conflict of the 1990s. A methodology based on Discursive Institutionalism makes sense of LVV’s position as both a challenger of rebel victors but also as a representative of the same ideological culture that underpins Kosovo’s political culture. There are two key contributions here. Empirically, this study characterizes LVV as a nationalist challenge to the rebel victor parties rather than as a distinctively nationalist or a protest party. The second contribution is theoretical: peacebuilding and political settlements theories must take a more dynamic and agency-sensitive view of legitimacy creation than they have hitherto.

The article explores how cross-border heritage tourism is promoted in public schools to reimagine Hungary as an ethnically homogeneous nation by incorporating ethnic kin communities that live in neighboring countries. Cross-border heritage tourism has long served to establish strong ties to ethnic diaspora communities that live beyond the territorial borders of the nation-state. National borders in Central and Eastern Europe were repeatedly redrawn across ethnic groups over the twentieth century. Heritage tourism remains a key cultural and economic practice that symbolically questions current national borders and aims to increase the viability of ethnic enclave economies in countries where the given ethnic group is a minority. The article focuses on a large-scale student travel program that was launched by the Hungarian government in 2010, the year that marked the start of a brisk populist turn in Hungarian politics. The program provides funding to public school students for organized class trips to areas of neighboring countries (Romania, Slovakia, Serbia, Croatia, and Ukraine) that belonged to the Hungarian state before World War I. It shows how the Hungarian government mobilizes the public education system to foster a narrow and exclusionary ethnic understanding of cultural membership by selectively overemphasizing Hungarian heritage in regions that have had multi-ethnic, multi-religious, and multicultural histories for centuries. This project extends research on identity-based heritage tourism to show how it has become an integral part of the propaganda toolkit of populist governments.

This introduction to the special issue looks back at 30 years of nation-building in the post-Soviet states. Initial hopes that national self-determination would reinforce democratization proved misplaced. While that synergy worked well in the Baltic states, elsewhere authoritarian leaders embraced nationalism, while democracies like Georgia, Moldova, and Ukraine lost control of parts of their territory to secessionist movements backed by Russia. Each of the post-Soviet states promoted a national language (except for Belarus) and forged a new historical narrative for their “imagined community,” but in most cases they remained multi-ethnic and multi-lingual communities. In recognition of this persisting ethnic diversity, nation-building was accompanied by policies of ethnicity management. The international economic environment was rapidly changing due to globalization, posing new challenges for nation-builders. The gender dimension is important to the new national identities being forged in the post-Soviet space: the categories of race and class, less so. The article concludes with a review of the salient features of each of the newly-independent states.