Abstract

This paper explores the ways in which narratives speak to issues of national identity - its production, reproduction, and contextual performance. Drawing first upon literature in history education, the paper explores the multivoiced nature of the historical narratives which structure American national identity projects. The paper next employs phenomenological methodology in order to explore the narratives produced by students in speaking about school experiences, which they found to have a national component. In this section, there is a particular focus on the teacher as a powerful text as read by students - a curriculum of its own right. The paper concludes by moving to theorize, using phenomenological and post-structural analyses, the relationship between the personal and the national, lived and historical experiences - while maintaining a focus on the civic and pedagogical implications of the data analysis.