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Track has lengthy served as a logo of nationwide id in academic structures during the global. Patriotic songs are quite often thought of fit and crucial components of the college curriculum, nurturing the honor, loyalty and 'good citizenship' of scholars. yet to what volume have song educators seriously tested the capability merits and prices of nationalism? Globalization within the modern global has revolutionized the character of foreign relationships, such that patriotism could benefit rethinking as an goal for tune schooling. The fields of 'peace experiences' and 'education for foreign realizing' could greater mirror present values shared through the occupation, values that frequently clash with the nationalistic impulse. this can be the 1st booklet to introduce a global discussion in this vital topic; countries lined contain Germany, the united states, South Africa, Australia, Finland, Taiwan, Singapore and Canada.

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England’s “God Save the Queen” has been in use since 1840, reflecting New Zealand’s colonial history. However, the lyrics to its original second verse have long been replaced with a “Commonwealth verse” that is considered to be better suited to the environment of New Zealand. Despite this significant modification, “God Save the Queen” is sung only rarely, because most Kiwis consider the indigenous song “God Defend New Zealand” to be their true national anthem: God Defend New Zealand God of Nations at Thy feet, In the bonds of love we meet, Hear our voices, we entreat, God defend our free land.

It was designated the national song in 1940, and in 1976 the government moved to declare the song a national anthem. A careful reading of “God Defend New Zealand” reveals that it consists of a prayer for peace, prosperity, fulfillment, and harmony between races. It also calls for honor and integrity within the government. Either of the two anthems may be heard at major public events, but outside the brief flourishes of patriotic remembrance on Anzac Day, Kiwis currently see little need to emphasize national identity in the daily life of schools.

We are hopeful that this international discussion will bring greater clarity to the issues surrounding this topic, leading to improvements in global music education practice. References Abril, Carlos, “Functions of a National Anthem in Society and Education: A Sociocultural Perspective,” Bulletin of the Council for Research in Music Education, 172 (2007): 69–87. Anderson, Benedict, Imagined Communities: Reflections on the Origin and Spread of Nationalism (London: Verso, 2002). Apple, Michael, “Patriotism, Pedagogy, and Freedom: On the Educational Meanings of September 11th,” Teachers College Record, 104 (2002): 1760–72.

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