Abstract
The process of constructing a national, ethnic or other group identity takes place over long periods of time and typically against a background of other comparable processes. This results in myths of origin and achievement, the denial of internal diversity, the sharpening of external distinctions and the development of negative comparative definitions. These hardened and definitive models of identity reduce group adaptiveness to change, stifle cultural and economic activity and create recurring opportunities for conflict. More sophisticated models which highlight, for example, settlement prior to the arrival of the current group defining itself as indigenous or aboriginal, the continuity of population movement over longer periods, the borrowing of cultural and technological developments from groups whose descendants are now perceived as a threat, may play an important part in countering the negative consequences of simplistic versions. Teacher education, especially in preparation for the education of 5–14-year-olds, who remain highly susceptible to attitudinal change, has a crucial role. This role extends beyond the more obvious areas of professional studies, religious, moral and values education to areas such as mathematics, language, the expressive arts and to history where there are significant opportunities to contribute to the development of sophisticated, positive and fluid models of group identity.