National and European identities: notions of reconcilability and inclusiveness in a case study of German trainee teachers

Abstract

The link between formal education and national identities is widely acknowledged. Empirical research on national and supranational identities of teachers, however, is still relatively rare. Whilst a number of studies consider the special population of teachers, these contributions do not consistently focus on national and supranational identities. Based on a case study of 72 trainee teachers from Baden‐Württemberg (Germany), the present paper looks at the reconcilability of national and European identities and explores notions of the European Union in terms of cultural and geographical inclusiveness. Findings on the case study level are considered in their own right, but also compared to findings on the regional, national and European level, using relevant Eurobarometer survey data. The article shows that high levels of attachment to nation and high levels of attachment to Europe do not have to be mutually exclusive. It also demonstrates that, for most trainee teachers, the European Union constitutes a culturally and geographically inclusive institution that is supposed to stand for cultural diversity, peace, freedom and respect of human rights. Through comparisons that go beyond the case study level, the paper recognises the importance of regional and national contexts. Nonetheless, it argues that some of its findings are likely to be relevant for studies of national and European identities across different European societies.