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This paper is designed to provide a critical engagement with Michael Billig's seminal thesis of Banal Nationalism (1995), perhaps the most influential study of everyday forms of nationhood. With an increasing number now focusing on the (re) production, dissemination and negotiation of the national through routine texts and practices (cf Foster, 2002; Edensor, 2002; Madianou, 2005; Brubaker et al., 2006; Bratsis, 2006) and others employing the concept of banality in relation to non-national (Gorringe, 2006) and post-national identities (Aksoy and Robins, 2002; Szerszynski and Urry, 2002; Beck, 2006; Cram, 2001), it would seem like an opportune moment to assess Billig's contribution and also the limits of his approach.
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This research examined the psychological underpinnings of concern for national symbols and ritualistic-ceremonial activities or "symbolic involvement." We propose and test a distinction between symbolic and "instrumental" involvement or concern for the functionality of national institutions and their capability to provide instrumental benefits to citizens. Items comprising the two constructs were found to be empirically distinct, evidenced by statistically reliable and orthogonal dimensions in exploratory factor analysis. Moreover, evidence based on divergent patterns of relations with various forms of national membership indicates that symbolic and instrumental involvement are rooted in distinct motivational concerns related to identity expression and object appraisal, respectively. These findings suggest that national symbolism evokes a psychological attachment to the nation as an abstracted social entity, but not as a concrete functional system.
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A classic article which examined American civil religion and triggered an academic discussion about civil religion in multiple countries. This is a reprint version of the article that appeared first in Daedalus, volume 96 #1 (Winter 1967), pp. 1-21.
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Vexillology is defined by many organizations - including the lnternational Federation of Vexillological Associations and the North American Vexillological Association - as the "scientific study of flags." Exactly what that means is not clear to many. This article presents an overview history, exemplifying many of the issues involved in vexillologicalstudy and suggesting options for future development.
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The central themes of this thesis are to highlight the importance of national symbols and ceremonies in the formation of nations and national identities, and examine how they contribute to the expressions of nationhood. The research has been conducted by means of a systematic investigation of national symbols and ceremonies, analysed as an integral part of identity-making, maintenance and change. The focus is on the contemporary European nations, and conclusions have been drawn with regard to their symbolism and ceremonies. The overall study has been complemented by three case studies; of Britain, France, Norway, with Germany as an analytical counter-case. Throughout this thesis evidence will be provided to the effect that national symbols and ceremonies express deeper aspects and meanings of the nation, and function as integrative and/or divisive forces. Moreover, national symbols and ceremonies form a central part of a `secular' religion which provides anchorage in a dynamic world. National symbols and ceremonies also have an effect upon the community they represent; that is, they raise collective consciousness of `who we are' and `where we are from'. Finally, it has been argued that nations cannot be dated in a precise manner since they come into being by stages, marked by the adoption of national symbols, such as the national flag and the national day. These stages have been linked to three main symbolic regimes (termed `old', `modem' and `new') and understood as a function of national independence and continuity, the implication being that the whole process of nation building forms a complex that is constituted along a continuum of re-discovery and invention.
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Альбом для занятий с детьми 5-7 лет [colophon] / Album for study with children 5-7 years
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Учебное пособие для 5-9 классов / Study manual for grades 5-9
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