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(p.204) Conclusion
Unsettled Belonging
Thea Renda Abu El-Haj
University of Chicago Press

This chapter makes two arguments. First, as multicultural states become more and more the norm, practitioners and researchers who care about justice and inclusion cannot afford to become complacent about everyday nationalism inside our schools, and must challenge the exclusionary discourses and practices that everyday nationalism engenders. Second, the chapter argues for new models of citizenship education that purposefully orients to both local and global contexts of inequality. Citizenship education that supports young people, like the Palestinian Americans, to develop a powerful sense of belonging and inclusion to the multiple communities with which they affiliate must support them to challenge local and global inequality and injustice. It must encourage the development of activist citizenship practices that truly embrace transnational modes of belonging. However, it is not only Palestinian American—or other youth from transnational communities—who need a radically reconfigured citizenship education. Global inequalities and conflicts spill across all borders and affect all nations. Developing models of citizenship education that support all young people to actively engage in citizenship practices that fight inequality and oppression both within and across the artificial borders of nation-states must be central goal for any justice-oriented citizenship education.

Keywords:   everyday nationalism, colonial amnesia, imperialism, citizenship, education, transnationalism, Palestinian American youth, Muslims, justice

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