Abstract
ABSTRACT How are new generations of policymakers and subjects introduced to ‘the world out there’ – and to their own state’s ambitions, practices, and impacts within that world? While multiple studies have explored the role of education in fostering national identities more broadly, the relationship between education, mass media and foreign policy identity has attracted limited scholarly attention. Using Norway as an exploratory case, this article takes a first stab at addressing this knowledge need. Theoretically, we institute a dialogue between scholarly work on how foreign policy identities are (re)produced through everyday representations and practice, and work on how education and mass media shape public debate and the subjects partaking in it. Empirically, we offer the first study of how foreign policy is communicated to children through tailored media outlets.
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