Sebastian Balfour and Alejandro Quiroga
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780199206674
- eISBN:
- 9780191709791
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199206674.003.0006
- Subject:
- History, European Modern History
This chapter explores the issue of national identity in Catalonia and Basque Country. Catalan identity was constructed in opposition to Castile, a region considered backward, oppressive, and ...
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This chapter explores the issue of national identity in Catalonia and Basque Country. Catalan identity was constructed in opposition to Castile, a region considered backward, oppressive, and responsible for hampering the progress of Catalonia. Yet, far from promoting secession, Catalanism advocated political autonomy while demanding Spanish protection of Catalan industry from foreign competition. Basque nationalism emerged in Bilbao in the 1890s as a reaction against modernization. Unlike Catalanism, Basque nationalism sought independence from Spain from the beginning. Since the early 1980s, Catalan and Basque nationalism began to compete with the state using the agencies of their regional governments. In some key aspects, such as the consolidation of a national historical narrative and a set of myths and symbols, regional nationalists have proved far more effective that their Spanish counterparts, strengthening their citizens' identification with Catalonia and the Basque Country. Yet contrary to their expectations, the process of nation-building did not create exclusive identities. Instead, it fostered the rise of dual identities. Devolution and nation-building policies did not undermine Spanish identity in Catalonia and the Basque Country. Instead, exclusive Spanish identities gave way to more complex levels of identification with the autonomous communities. Many of those Catalans and Basques who did not identify with their region during the transition have gradually come to do so. Thus, Spanish identity has been reinvented not just as modern and democratic but also as a dual identity, especially in Catalonia.Less
This chapter explores the issue of national identity in Catalonia and Basque Country. Catalan identity was constructed in opposition to Castile, a region considered backward, oppressive, and responsible for hampering the progress of Catalonia. Yet, far from promoting secession, Catalanism advocated political autonomy while demanding Spanish protection of Catalan industry from foreign competition. Basque nationalism emerged in Bilbao in the 1890s as a reaction against modernization. Unlike Catalanism, Basque nationalism sought independence from Spain from the beginning. Since the early 1980s, Catalan and Basque nationalism began to compete with the state using the agencies of their regional governments. In some key aspects, such as the consolidation of a national historical narrative and a set of myths and symbols, regional nationalists have proved far more effective that their Spanish counterparts, strengthening their citizens' identification with Catalonia and the Basque Country. Yet contrary to their expectations, the process of nation-building did not create exclusive identities. Instead, it fostered the rise of dual identities. Devolution and nation-building policies did not undermine Spanish identity in Catalonia and the Basque Country. Instead, exclusive Spanish identities gave way to more complex levels of identification with the autonomous communities. Many of those Catalans and Basques who did not identify with their region during the transition have gradually come to do so. Thus, Spanish identity has been reinvented not just as modern and democratic but also as a dual identity, especially in Catalonia.
Fiona A. White
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0025
- Subject:
- Psychology, Social Psychology
One essential aspect of the psychologically literate citizen is a student who respects diversity and uses their knowledge in ethically and socially responsible ways to directly benefit their ...
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One essential aspect of the psychologically literate citizen is a student who respects diversity and uses their knowledge in ethically and socially responsible ways to directly benefit their communities (McGovern, Corey, Cranney, et al., 2010). Unfortunately social exclusive thinking and behavior, including issues relating to prejudice and racism, continue to pervade our society at both national and international levels. Thus there remains an enormous challenge for social psychology educators to guide and encourage their undergraduate students to think and act in non-prejudice ways towards all ethnic and religious groups. One teaching strategy is to integrate prejudice reduction theory and empirical evidence into lectures and tutorials. Another more direct teaching strategy, and the focus of this chapter, is to involve undergraduate students in research paradigms, such as the extended and imagined contact paradigms, shown to enhance intergroup harmony and social inclusive thinking. Direct classroom participation by students is a more active strategy to learn intergroup harmony and thus increases the likelihood that students will acquire the appropriate skills needed to be psychologically literate citizens. In addition, these intergroup harmony paradigms and strategies have the added advantage of also contributing to the development of research skills in our students, all of which are essential components of psychological literacy. Finally, our students should be encouraged to share their intergroup harmony knowledge learnt at university with friends and family who may not have had the same educational opportunities—this will ensure that the social inclusiveness message actually becomes a global one.Less
One essential aspect of the psychologically literate citizen is a student who respects diversity and uses their knowledge in ethically and socially responsible ways to directly benefit their communities (McGovern, Corey, Cranney, et al., 2010). Unfortunately social exclusive thinking and behavior, including issues relating to prejudice and racism, continue to pervade our society at both national and international levels. Thus there remains an enormous challenge for social psychology educators to guide and encourage their undergraduate students to think and act in non-prejudice ways towards all ethnic and religious groups. One teaching strategy is to integrate prejudice reduction theory and empirical evidence into lectures and tutorials. Another more direct teaching strategy, and the focus of this chapter, is to involve undergraduate students in research paradigms, such as the extended and imagined contact paradigms, shown to enhance intergroup harmony and social inclusive thinking. Direct classroom participation by students is a more active strategy to learn intergroup harmony and thus increases the likelihood that students will acquire the appropriate skills needed to be psychologically literate citizens. In addition, these intergroup harmony paradigms and strategies have the added advantage of also contributing to the development of research skills in our students, all of which are essential components of psychological literacy. Finally, our students should be encouraged to share their intergroup harmony knowledge learnt at university with friends and family who may not have had the same educational opportunities—this will ensure that the social inclusiveness message actually becomes a global one.
Thomas Hajkowski
- Published in print:
- 2010
- Published Online:
- July 2012
- ISBN:
- 9780719079443
- eISBN:
- 9781781702314
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719079443.001.0001
- Subject:
- Film, Television and Radio, Film
Examining the ways in which the BBC constructed and disseminated British national identity during the second quarter of the twentieth century, this book focuses in a comprehensive way on how the BBC, ...
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Examining the ways in which the BBC constructed and disseminated British national identity during the second quarter of the twentieth century, this book focuses in a comprehensive way on how the BBC, through its radio programmes, tried to represent what it meant to be British. It offers a revision of histories of regional broadcasting in Britain that interpret it as a form of cultural imperialism. The regional organisation of the BBC, and the news and creative programming designed specifically for regional listeners, reinforced the cultural and historical distinctiveness of Scotland, Wales and Northern Ireland. The BBC anticipated, and perhaps encouraged, the development of the hybrid ‘dual identities’ characteristic of contemporary Britain.Less
Examining the ways in which the BBC constructed and disseminated British national identity during the second quarter of the twentieth century, this book focuses in a comprehensive way on how the BBC, through its radio programmes, tried to represent what it meant to be British. It offers a revision of histories of regional broadcasting in Britain that interpret it as a form of cultural imperialism. The regional organisation of the BBC, and the news and creative programming designed specifically for regional listeners, reinforced the cultural and historical distinctiveness of Scotland, Wales and Northern Ireland. The BBC anticipated, and perhaps encouraged, the development of the hybrid ‘dual identities’ characteristic of contemporary Britain.
Wendy Rouse Jorae
- Published in print:
- 2009
- Published Online:
- July 2014
- ISBN:
- 9780807833131
- eISBN:
- 9781469605371
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807898581_jorae.10
- Subject:
- History, Asian History
This chapter argues that the Chinese American community had a vested interest in promoting a new image of Chinatown that countered the picture of disease and vice heralded in the press. This chapter ...
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This chapter argues that the Chinese American community had a vested interest in promoting a new image of Chinatown that countered the picture of disease and vice heralded in the press. This chapter examines how images of childhood proved essential to improving the reputation of Chinatown and encouraging tourism. At the same time, the children themselves grappled with a reality far removed from popular perception. These children created a dual identity as both Chinese and American. The 1906 earthquake and the 1911 Chinese Revolution sparked profound changes in Chinatown life. Although their parents made important decisions about the future of Chinatown and its inhabitants, the children ultimately defined what it meant to be Chinese American.Less
This chapter argues that the Chinese American community had a vested interest in promoting a new image of Chinatown that countered the picture of disease and vice heralded in the press. This chapter examines how images of childhood proved essential to improving the reputation of Chinatown and encouraging tourism. At the same time, the children themselves grappled with a reality far removed from popular perception. These children created a dual identity as both Chinese and American. The 1906 earthquake and the 1911 Chinese Revolution sparked profound changes in Chinatown life. Although their parents made important decisions about the future of Chinatown and its inhabitants, the children ultimately defined what it meant to be Chinese American.
