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Following a similar study in the United States, 210 Canadian school children were asked their flag preferences. Both the Union Jack and the Red Ensign were rated high, with a slight preference for the Union Jack. Appreciation of the U. S. flag, although initially high in the lower grades, dropped off somewhat at the high school level. Results with the U. N. and Russian flags were very similar to those for American children: the U. N. showing steady growth in preference; the Soviet, persistent rejection.
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This article argues that public schools play a key role in producing and transmitting American civil religion. Data from classroom observations, college-age informants, and the author's experiences reveal that civil religion in schools is manifested in daily rituals such as the pledge of allegiance; in holiday observances, with activities such as music and art; and in the social studies curriculum. Analysis of these data permits one to describe the beliefs, symbols, and rituals of American civil religion. The data further show that the practice of civil religion in schools plays a dual role: while it socializes American youth to a common set of understandings, it also sets off subgroups of Americans whose backgrounds or beliefs prevent them from participating fully in civil religious ceremonies.
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When one examines current national anthems and flags, one finds a great deal of variety. What explains this variation? Possible factors include a nation's world-system position and its degree of modernization. Specifically, I analyze the ways in which world-system position and modernization affect the design or configuration—the syntactic structure—of the symbols national leaders adopt to convey their nation's identity. Findings reveal a link between a nation's world-system position and the structure of its symbols. Leaders of core nations adopt more basic anthems and flags than their semiperiphery and periphery counterparts. However, modernization has no such influence.
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Following E. D. Lawson's work (1963, 1965) on the flag preferences of lower and middle-class public school children in the U.S. and Canada, a similar study was carried out with elite private school children. As previously found, responses to the U.N., U.S., Russian, and Canadian flags were very similar for both national samples. In addition, the choice patterns of the elite children in the present study and the non-elites of previous studies were also very similar.
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The object of this thesis is to demonstrate that non-verbal symbols, and in particular national flags, have an essential part in the establishment and management of national identity. It is contended that political legitimacy is derived in part from the national self-presentation and that this presentation can be managed by exploiting the full rangeof the national panoply, i.e., the full range of non-verbal symbols available. In terms of penetration and reciprocation as they form a discourse between the elite and the population flags and related items form a body of material that is easy to handle and to comprehend. But they are also capable of being charged with affective overtones which require care and skill in handling. Key concepts with regard to symbols as hitherto dealt with in social science will be derived from a number of authors who have dealt with the nature of identity and identity crises as part of the modernisation process applicable to nation states. These include Edelman and Pye and the contributors to the 'Crises and Sequences' school of political science. In addition the work of Mosse, Firth, Weitman, Zelinsky, Hobsbawm and Ranger, and other authors who have come closest to the subject under review, will also be examined for contributions in the form of concepts and analytical tools. Also to be examined is the work of modern professional image-makers operating in the commercial world to see what techniques and methods they can deploy successfully. The next stage will be to examine three major identity crises, as exemplified by the American, French and Russian Revolutions to see what efforts, if any, were made by the elite to control and shape their self-presentation and what reciprocation they evinced from their populations.
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Michael Billig presents a major challenge to orthodox conceptions of nationalism. While traditional theorizing has focused on extreme expressions of nationalism thus making it an exotic and remote concern, Michael Billig turns his attention to the everyday, and so less visible, forms that are deeply ingrained in contemporary consciousness. Banal Nationalism asks why people do not forget their national identity. It contends that nationalism is constantly "flagged" in the media through routine symbols and habits of language. In a well-thought-out analysis, the author shows how assumptions of nationhood are regularly conveyed, often through small familiar turns of phrase, and how these reminders operate mindlessly beyond the level of conscious awareness, like the flag, which hangs unnoticed outside a public building. Banal Nationalism addresses these core features of nationalism while providing the reader with meaningful insights into their own nationality. Billig's elegantly written and broad-ranging book argues forcefully that nationalism continues to be a major ideological force in the contemporary world and will be essential reading for students and academics across the social sciences.
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This study traces the socio-historical developments and modifications of uses, customs, and rituals associated with the national banner of the United States of America from the first Flag Resolution of 1777 through the Second National Flag Conference of 1924. Commitment to the flag is something culturally determined; this study re-examines the history of the American flag in light of this theoretical foundation, and emphasizes contributions of various individuals, organizations, and institutions to the shifting uses of the banner by American society. Military and naval uses predominated in the eighteenth century, but as the nineteenth century continued the significance of the American flag grew in patriotic music, literature, artwork, rhetoric, and demonstrations. The firing on Ft. Sumter triggered a sudden elevation of the flag to most honored status in American civil religion. Following the Civil War, veterans' organizations, hereditary societies, and popular children's magazines all participated in a movement known as the cult of the flag, placing flags in public schools and instituting rituals such as "The Pledge of Allegiance." Flag desecration statutes sought to curb the exploitation of the American flag in the growing field of advertising in the early twentieth century. Following the First World War, the American Legion gathered representatives of influential patriotic and military organizations to officially establish a national code of flag etiquette.
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Proceedings of the tenth International Congress of Vexillology (ICV 10) -- Oxford, England, 25-30 September 1983.
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- Book (1)
- Conference Paper (1)
- Journal Article (6)
- Thesis (2)
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Between 1900 and 1999
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Between 1950 and 1959
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- 1957 (1)
- Between 1960 and 1969 (2)
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Between 1970 and 1979
(1)
- 1973 (1)
- Between 1980 and 1989 (2)
- Between 1990 and 1999 (4)
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Between 1950 and 1959
(1)
Resource language
Topic
- national identity
- American children (1)
- American civil religion (1)
- American flag (1)
- American identity (1)
- American Revolution (1)
- American studies (1)
- Australia (1)
- banal nationalism (1)
- black-red-gold flags (1)
- black-white-red flags (1)
- Canada (1)
- Canadian children (2)
- Canadian Red Ensign (1)
- children and flags (5)
- children and patriotism (2)
- children and symbols (3)
- civil religion (5)
- color schemes (1)
- colour schemes (1)
- cult of the flag (1)
- customs and rituals (1)
- flag display (1)
- flag etiquette (1)
- flag preferences in children (2)
- flag use (1)
- flags (2)
- flags and children (1)
- flags in communication (1)
- French Revolution (1)
- German Flaggenstreit of 1926 (1)
- Germany (1)
- Michael Billig (1)
- national flags (2)
- national hymns (1)
- national symbols (6)
- nationalism (2)
- non-verbal symbols (1)
- patriotic rituals (1)
- patriotism (5)
- patriotism in children (3)
- Pledge of Allegiance (1)
- political science (1)
- political socialisation (1)
- political socialization (1)
- political symbolism (1)
- political symbols (2)
- private schools (1)
- public schools (1)
- rituals (1)
- Russian Revolution (1)
- sociology (1)
- South Africa (1)
- symbolic communication (1)
- The Pledge of Allegiance (1)
- tricolors (1)
- tricolours (1)
- Union flag (1)
- Union Jack (1)
- United States flag (2)
- United States (USA) (1)
- Weimar Germany (1)