
Editorial
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In recent years, it has been a common complaint among scholars to acknowledge the lack of research on Spanish nationalism. This article addresses the gap by giving an historical overview of ‘ethnic’ and ‘civic’ Spanish nationalist discourses during the last two centuries. It is argued here that Spanish nationalism is not a unified ideology but it has, at least, two varieties. During the 19th-century, both a ‘liberal’ and a ‘conservative-traditionalist’ nationalist discourse were formulated and these competed against each other for hegemony within the Spanish market of ideas. In the 20th-century, these two discourses continued to be present and became backbones of different political regimes. However, after the emergence of the Basque and Catalan nationalist movements, Spanish nationalists unified as a counter-force to these regional sources of identity. In fact, one can see 20th-century Spanish nationalism as a dialectical struggle between the centre and the periphery.
The article examines the relationship between political forms and cultural identity. It sets out to explore the way in which notions of ‘democracy’ and despotism are associated with distinct cultural formations. The identity of a political regime is less a matter of its political practices and procedures and more a function of the extent to which it can be considered ‘western’ or ‘oriental’. Given this intimate relationship between democracy and western identity, the paper examines some of the conceptual difficulties with the articulation of Islam and democracy in the context of the contemporary Islamicate world.
Among the consequences of
The article is a discussion of the aspects of children’s accounts of Welshness that are either racialized or inclusive. The empirical basis is a qualitative research project on children’s national and local identities in Wales, conducted with 8-11 year olds in six primary schools across the country, with schools selected to provide diversity of region, language, social class and ethnicity. This article focuses on the aspects of the children’s talk that highlight ‘race’ and the position of minority ethnic children within Wales. There is discussion of Welshness as racialized, children’s views on being white and on being a minority, and evidence of inclusivity amongst children. We found aspects of the children’s talk that pose a barrier to the development of an inclusive Welsh citizenship and also aspects that support it. There is consideration of children’s agency in the construction of nationhood and the limited repertoires they can draw on for this process.



