Hybridity and national identity in post-colonial schools

The recent resurgence of extreme-right movements and the nationalist turn many governments across world have reignited relevance discussions within educational philosophy about teaching national identity in schools. However, conceptualisation previous iterations these debates been largely Western Eurocentric, making past theoretical literature questions less relevant for post-colonial settings. In this paper, I imagine a new approach contexts, founded on postcolonial conceptions particular, concept hybridity. first develop account by drawing Homi Bhabha’s thinking cultural identity, his concepts liminality, splitting, ambivalence. Then, building Bhabha's notion hybridity, propose distinction between portrayals as either fixed or malleable. Finally, demonstrate implications such conceptual way that is taught schools; an example, envision concrete to views malleable rather than fixed, set hypothetical school Philippines. By beginning from assumptions hope indicate directions schools might proceed.