Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based <scp>EAP</scp> Program

The plurality of nation in this title foregrounds the challenge teaching a geopolitical entity whose survival depends on building emotional ties belonging. These can be problematic diverse societies which collective identities compete for recognition. In Canada, nationhood tied to language and culture is claimed by French-speaking Quebecers; it also invoked many Western-Canadian politicians express growing alienation from Eastern Canada's perceived socio-economic dominance. constitution, term First Nations represents indigenous peoples who are country's original inhabitants. context, nation(s) indeed challenging. response, authors adopt duoethnography as both research methodology pedagogy their content-based English Academic Purposes (EAP) courses. They first explore experiences attachments nationhood, reflecting influences around citizenship. then provide two EAP assignments examples: course assignment students critically examine hyphenated national through duoethnographic inquiry. second called Get Involved project, examines service learning Both examples demonstrate importance critical affective literacies expand pedagogical repertoires teachers time resurgent nationalism.