Much theoretical writing on nationalism and cosmopolitanism sets these two phenomena up as a binary (Tröhler et al., 2021). Nationalism is presented as a practice displaying a strong affinity to the nation state, while cosmopolitanism is seen as a more universal disposition focused on what binds us globally. Many would argue that while nationalism was relevant to the establishment of the modern schooling machinery, recent decades have seen education being hugely influenced by processes of globalisation, where pressures to ‘internationalise’ curricula and to meet certain ‘global’ standards are being felt by governments everywhere. This potentially leaves little room for nations to determine the purpose, structures and intended outcomes that shape schooling (Tröhler, 2020). Yet, empirical studies continue to highlight intersections between the national and the cosmopolitan (Bowden, 2003; Nussbaum, 1996; Steiner Khamsi & Waldow, 2012).
Recently, the concept of ‘cosmopolitan nationalism’ has been used in several studies that have aimed to explore the intersection between the local and the global in policy studies in the field of education (Li et al., 2021; Maxwell et al., 2020; Wright & Auld et al., 2021). The concept seeks to offer an analytical framework which acknowledges that at times conflicting pressures within national education structures that simultaneously promote internationalisation and a global gaze, while also wanting to remain locally relevant and a primary contributor to national projects of economic development, social cohesion and creating the ‘right kinds’ of citizens. Sometimes these pressures work in concert (educating future flexible workers able to compete in a global economy, who are directly involved in sustaining the development of a country), while at other times they seem to contradict one another (for instance, the possibility that creating global citizens may undercut the primary loyalties citizens have towards their own countries). Similarly, while international organisations and systems of global governance have increased their influence in national and local education systems, there is evidence that nation states integrate these global dimensions to meet very local agendas.
This special issue aims to extend the theoretical architecture underpinning this concept of cosmopolitan nationalism while also inviting scholars to offer alternative frameworks researchers and policy-makers to describe and make sense of these processes. At the same time, we are seeking empirical contributions that will examine whether or not and how cosmopolitan nationalism may facilitate analyses of different developments across various parts of the globe, and not necessarily focused only on education policy. In this way, the special issue will ‘test’ the potentiality of cosmopolitan nationalism, demonstrating its value, deepen its theoretical underpinning, or offer scholars more convincing alternatives that allow us to make sense of ongoing development in education worldwide. We invite contributions wholly theoretical in nature, papers that empirically apply cosmopolitan nationalism and review its value, or papers that use data to theorise education policy, structures or initiatives that are grappling with global and local imperatives.
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.