British Identity Research Articles

EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF AN IDEAL ENGLISH TEACHER

Standards of being a professional teacher in Indonesia have been set by the government in the Teachers Law Number 14, 2005. One of the requirements is having four teacher competences; pedagogical, personality, social and professional competences. Yet, the empirical data show that Indonesian education quality and teacher competence are still below the standards, including English teacher. This concern leads curiosity about pre-service teachers’ awareness of this situation. Therefore, this study was aimed to discover EFL pre-service teachers’ perception on the criteria of an ideal English teacher within the framework of the four teachers’ standard competences, the most important competence and their consideration in choosing it. By using explanatory sequential mixed method, 100 EFL pre-service teachers were involved. The data were gathered through a questionnaire, then followed up by an interview to some participants. As the result, a divergence finding was found. Personality competence obtained the highest mean score on the criteria of an ideal English teacher while pedagogical competence was opted as the most important competence. Further, an interview was done to reveal considerations contributing to the divergence finding. The interviewees agreed with the criteria constructing the personality competence as teachers are role model who must set good example for their students. However, teaching is teachers’ main task where they need to deliver their knowledge to students in order to achieve the learning goals through pedagogical competence. This study concludes that not only pedagogical competence that mater in teaching, but teachers’ personality is also crucial.

Brexit and the Myth of British National Identity

In this paper we analyse Brexit in relation to changes in British national identity since World War II. We begin by analysing how the concept of “tradition” relates to “nation”, and then examine current discourses surrounding Brexit and national identity. We trace the ways in which British national identity has been renegotiated since World War II through contests over nationality, citizenship, cultural diversity, and Europe. Finally, we ask why British political actors have struggled to negotiate the dilemmas of post-Imperial British identity, and what lessons can be learned. We look at changing coalitions within British political parties, which we connect to philosophical tensions in their underlying intellectual traditions, and to changes brought about by globalisation. We conclude that Brexit and the broader crisis of liberal democracy of which it is a part have deep historical and philosophical roots, and that attempts to unite our policy through a single national identity will be unsuccessful.

Changes in Indonesian EFL Lecturers’ Technological Pedagogical Content Knowledge (TPACK) After Lesson Study

It is probably fair to say that English language teaching in Indonesia’s universities has not seen significant success. Plethora of studies reported that the most common problem found in college English teaching is unskilled lecturers including the lack of integrating technology into their teaching. In fact, in this digital era, an ideal English lecturer has to have deep understanding of Technological Pedagogical Content Knowledge (TPACK) to create effective teaching. Therefore special treatment is needed to upgrade their knowledge and Lesson Study is believed to be the impactful professional development on teachers’ knowledge. This article reports on a case study regarding changes on three English lecturers’ TPACK after engaging in Lesson Study project. Those lecturers were voluntarily recruited for the case study. The findings show that Lesson Study broadened English lecturers knowledge of content, pedagogy, technology and the combination of these domains.

In Search of the Nature of English Nationalism: From the Empire to the Modern Era

This paper attempts to reveal the essence of the complex nature of English nationalism by tracing its transformation from the 18th century to the early 21st century. The reasons for unpopularity of the problem of English national identity in the English historical discourse (such as the absence of serious national upheavals since the birth of modern British statehood and the relative political success, which made the English national introspection superfluous) were discussed. A contradiction between the “horizontal” perception of the English by the peoples of the British Empire and the view held by the citizens of England on their superiority over others was analyzed. The fact of “concealment” of English nationalism in the British identity to pursue the interests of the empire was revealed. To contrast contemporary English nationalism with that of the imperial era, the research by the Centre for English Identity and Politics highlighting the English concern about their own political representation in the United Kingdom after the devolution was cited. It was concluded that the nature of English nationalism has changed from a civil Anglo-British version without an emphasis on English ethnicity during the empire’s existence to a predominantly ethnic one with a focus on English identity with extremely limited opportunities for civil expression in the early 21st century.

КОНСТРУИРОВАНИЕ БРИТАНСКОЙ НАЦИОНАЛЬНОЙ ИДЕНТИЧНОСТИ В КОНТЕКСТЕ БРЕКЗИТА: ЭВОЛЮЦИЯ ДИСКУРСА ПРЕМЬЕР-МИНИСТРОВ ВЕЛИКОБРИТАНИИ

The discursive reality of Brexit had its effects on the discourse of the British Conservative Party which is important as the latter plays a key role in the process of making political decisions. The article discusses the components of the British national identity linked with the UK's membership in the European Union and Brexit as a political process. The UK's case is unique as it allows us to trace the identity transformation during the process of withdrawal from this integration group. The author chooses the constructivist approach and post-positivist discourse analysis as the main method. The paper studies the speeches of conservative politicians and parliamentary debates to analyze the changes in the discourse of the Conservative Party during the terms of the UK’s last three prime ministers. The discursive layers are highlighted: basic concepts, basic political orientations and extratextual ideological constructions used by conservative politicians to construct reality. The author traces the transformation of ideological constructions of the conservative party's discourse and consecutive changes in the significance of individual elements of the British national identity in the discourse. The paper examines relations between British and European identities, between the images of Britain and the EU in the discourse of British conservatives.

An Empire Transformed: Remolding Bodies and Landscapes in the Restoration Atlantic by Kate Luce Mulry (review).

Reviewed by: An Empire Transformed: Remolding Bodies and Landscapes in the Restoration Atlantic by Kate Luce Mulry Eric H. Ash (bio) An Empire Transformed: Remolding Bodies and Landscapes in the Restoration Atlantic By Kate Luce Mulry. New York: New York University Press, 2021. Pp. 361. The Restoration of the English monarchy in 1660, after years of civil war and various experiments in ruling England without a king under Oliver Cromwell, was both a hopeful and a nervous time. The return of King Charles II inaugurated a period of rebuilding and renewed stability, but memories of political unrest, religious strife, violence, and bloodshed were still very fresh. To reunite his fractious nation and reestablish English rule in its various overseas colonies, Charles and his advisors promoted a number of projects intended to improve the physical environment, both in England and across the empire. Kate Luce Mulry's book makes an important contribution to the understanding of those projects—and the many intertwined purposes they were intended to serve. Mulry succeeds in weaving together threads of political history, the history of medicine and public health, and environmental history to tell a compelling story: the Restoration drive to restore the English monarchical state and empire by improving the health, character, and productivity of its restive and far-flung subjects through enhancements to their environment. This is a very ambitious project with a lot of moving parts. It explores a series of case studies, including the many proposals for rebuilding a safer and healthier London in the aftermath of the 1665 plague epidemic and the Great Fire of 1666; land drainage projects in the English Fens, Ireland, and the Delaware River valley in North America; numerous projects to improve lands and increase food production throughout England and its empire; and the desire to transform the newly-acquired colony of Jamaica into an imperial garden of sorts, not only to grow valuable plants "naturalized" from the East Indies but also to create a paradise of order, harmony, and sweet aromas that would soothe a wild and unruly colonial populace. The great success of the book lies in Mulry's skillful linking of public health, agricultural productivity, natural philosophy, and political priorities of the restored monarchy. Draining wetlands perceived by most as "waste" land and planting food crops there would provide wholesome sustenance for English subjects, a vital concern for any king who hoped to foster political stability and establish his own legitimacy. It would also impose a sense of order on a chaotic landscape and improve the perceived character of its inhabitants, transforming them from so-called rude and lazy pastoralists into good, honest, hard-working English farmers and subjects. This was true whether the land and people in question were in the riot-prone Fens, in rebellious Ireland, or in the wilds of England's North American colonies. Likewise, planting an orderly and profitable garden of sweet-smelling [End Page 1243] plants in Jamaica would assert English authority and ownership over land that the English myopically perceived to be wild and unclaimed. But this plan was developed in conjunction with a plan to create a similar garden in London, where sweet smells might also be used to calm a potentially rebellious urban population. Moreover, the successful transplantation of foreign plants to Jamaican soil would demonstrate that it was possible for English colonizers to transplant themselves as well, to become "naturalized" to Jamaica without necessarily losing their English identities in the process. Many of the projects that Mulry explores in the book did not come to fruition; some were only partially realized, and some never made it past the proposal stage. She makes a convincing argument, however, that unrealized projects can provide important clues regarding the goals, priorities, and sense of possibilities shared by the king and his advisors, the Council of Foreign Plantation, the nascent Royal Society, and entrepreneurial landowners and colonizers, among others. Complicating the common historical view that Charles II had little real interest in the scientific investigations of the Royal Society, Mulry shows how that body served the king as a "Parliament of Nature," promoting a number of improvement projects that had the crown's attention and favor. Her commitment to...

Human Development, Per Capita Income Differentials and English as Source of Demographic Dividends Among the Youth in India

India has a large youthful population; this ‘young nation’ is both a national and international resource that facilitates global value added. Such gains would accrue only when the youth are adequately educated, skilled and occupied in gainful employment. India, however, is staring at a missed opportunity that favours harnessing demographic dividends offered by demographic transition. Keeping the tradition of high levels of diversity of labour force in India, this article examines the youthful demographic parameters according to socio-religious communities (SRCs). The economic momentum needed to reach a US$5 trillion (GDP) economy can only occur when the youth of India is educated, skilled and employed. A rather rare data set is analysed to explore the importance of English language education in augmenting demographic dividends. Traditionally, disadvantageous groups, especially Muslims and Scheduled Castes/Scheduled Tribes (SCs/STs), are the youngest in India, yet their share in workforce is lowest when compared to other groups. This article reviews few human development dimensions like the rate of poverty change in the recent past and traces the path of educational transition and human development according to SRCs. A further analysis suggests that irrespective of any SRC identity, knowledge and fluency in English are some of the most dominant discriminatory factors in India in terms of the ability to earn higher incomes.

НАСЛІДКИ БРЕКЗІТУ ДЛЯ ПЕРСПЕКТИВ РОЗВИТКУ ВІДНОСИН ВЕЛИКОБРИТАНІЇ ТА ЄС

The article analyzes the main consequences of Brexit for socio-economic and political development of the UK and the EU. The issuesof British identity, security, migration crisis, as well as the financial and economic crisis have turned to be the key factors that have, in some ways, led to the Brexit referendum and its results. Brexit means a crisis of a single European identity, European integrity and unity. The United Kingdom joined the EEC and then the EU on special terms, which it consistently defended in the future, staying away from most of integration processes. Brexit has political and socio-economic consequences for the development of both the UK and the EU. Adropin GDP and in the pound sterlingrate, rising unemployment, the outflow of migrants, real estate crashmay be the possible consequences of Brexit. A further fragmentation within Britain itself can also be the consequence of Brexit. In London today, there are many contradictions in relations with Scotland, Wales and Northern Ireland, and the unity of the autonomous regions of Great Britain may be threatened by the strengthening of nationalist movement there.Today, Brexit is considered to be an irrational event that occurred due to a combination of factors and circumstances. Britain is the only country wherethe ruling party raised the question of EU membership. In other EU countries, similar proposals do not come from the majority parties, but from the semi-marginal far-right ones. Brexit has revealed a deep rift in British society on regional, age, social, educational and in general on a class basis. Negotiations on the terms of Brexit were tough and the possibility of Brexit without an agreement was not ruled out.With the exit of the UK, the EU loses its second union economy and the EU budget revenues willbe significantly reduced. The rupture of economic ties with the UK will have a mirror effect on EU countries and their businesses.

АНГЛІЙСЬКІ АНТИКВАРІЇ В ІСТОРІОГРАФІЧНІЙ ТРАДИЦІЇ

The history of English antiquarianism is particular importance in the study of the process of formation of national identity and the preservation of national heritage. The purpose of the article is to analyze and systematize the corpus of historiographical works on the problems of history and historiography of English antiques, to define the role of the Society of Antiquaries of London in the formation of British identity and patriotism. Scientific tasks of the article are to carry out a comprehensive analysis of the historiographic works on the problems of the origin and formation of the English tradition of antiquity and antiquities, to outline the main stages of the formation of the oldest society of antiques. The novelty and degree of development follows from the fact that today in Ukrainian historical science there are no generalizing works on the history and historiography of English antiquaries and the London Society of Antiquaries. However, there is a corpus of historiographical works on the individual components of this complex problem. The antiquarian classes of the eighteenth century cannot be dismissed as unconvincing dilettantism, detached from modern life, or confronting the spirit of the Enlightenment. Antiquarianism was of great importance, both in practical and cultural life in Britain. It embodied the nostalgia of years past for those who feared the coming changes, but equally it could serve as an illustration of the past, demonstrating the progress of the present and the unquestionable superiority of the modern century over the backwardness of past times. At the same time, antiquaries made a clear contribution to the formation of British identity and famous English patriotism. Their merits in the field of culture and the arts are also difficult to overestimate: they contributed to the development of the printing business, the art of book design, and infected their enthusiasm with artists, painters, engravers who, through them, became passionate fans of the medieval past of Britain.

EDUCATIONAL POLICY AND BRITISH IDENTITY FORMATION AT THE NATIONAL OUTSKIRTS

Addressing historical cases has not only academic but also political significance, especially if the current agenda is largely determined by the rhetoric and experience of conflicts rooted in history. In this regard, the article focuses on the nature, forms and consequences of British educational policy on the national outskirts in Modern times in the formation of British identity, which supported the practice of national and state building at the ideological level both within the United Kingdom and within the British Empire. Specific historical and contemporary examples demonstrate the possibilities and limitations of educational policy as a humanitarian technology for strengthening the ideological and rhetorical foundations of Great Britain as a multinational and complex public entity. The study focuses on the Scottish case which has the deepest historically roots; its analysis allows a more detailed study of the relationship between the educational strategies of the authorities in the past and their consequences in the present, taking into account the prospects for a second referendum on Scottish independence in the context of Britain’s exit from the European Union.

Theatres of Feeling: Affect, Performance, and the Eighteenth-Century Stage by Jean I. Marsden

Reviewed by: Theatres of Feeling: Affect, Performance, and the Eighteenth-Century Stage by Jean I. Marsden Marcie Frank Jean I. Marsden, Theatres of Feeling: Affect, Performance, and the Eighteenth-Century Stage ( New York: Cambridge Univ. Press, 2019). Pp. 234. $99.00 cloth. In Theatres of Feeling: Affect, Performance, and the Eighteenth-Century Stage, Jean I. Marsden firmly establishes the overriding significance of affect to theater in the second half of the eighteenth century. Indeed, she treats their relations as reciprocal, going so far as to propose that theater should be understood as affect. This is because, although it is not the only vehicle for affective transfer, theater is the period's most significant one and the model for its theorization. As Marsden argues, moreover, the transfer of emotion is crucial both as the basis of response to theatrical performance and as the measure of its success. By these means, she rehabilitates plays that have long gone unappreciated because of their sentimentality. Moreover, she forges a powerful argument for the way this drama functioned in the performance of a national imaginary. Not only did the eighteenth-century stage present transfers of feeling among actors and deliver them from actors to audiences; the theater also functioned as the reference point for those moral and aesthetic theories that posited the virtue of such transfers in the concept of sympathy. Theater provided theorists Adam Smith and David Hume with a repository of examples for describing moral and aesthetic response as well as with the location in which such responses occurred. Theater thereby served as both a model for and a medium of affective exchange. Furthermore, "because of the intense emotions it excited, and because of the public venue in which those emotions were experienced, [theatre] was hailed as a source of national moral authority," making it possible for the philosophical precepts to be extended to a broad public (2). A gracious organization of materials amplifies these connections. The first two chapters treat the role of theater in Scottish Enlightenment thought and audiences' responses to Sarah Siddons in Isabella, or The Fatal Marriage after her return to the London stage in 1782. In the subsequent three chapters, Marsden turns to specific plays in order to illuminate their contributions to the national imaginary: Arthur Murphy's The Grecian Daughter (1772), Richard Cumberland's The West Indian (1771) and George Colman's Inkle and Yarico (1787), and Cumberland's The Jew (1794). In closing her book with The Jew, which remained inordinately popular well into the nineteenth century but is more of a historical curiosity to-day, [End Page 484] Marsden follows the affective logic of sentimental nationalism that has been thoroughly explored in contexts other than the British stage, most prominently in Lauren Berlant's genealogy of American liberalism.1 Though the study of affect has sparked divergent, indeed theoretically incompatible, approaches to literary and cultural study, spurred on in part by Berlant, Marsden uses "feeling," "emotion," and "affect" interchangeably at no particular cost to her analysis, a practice I follow here for the sake of brevity.2 Marsden underplays the congruences of her work in theater studies with other branches of eighteenth-century studies and other areas of the profession. If she thereby accrues some advantages, including avoiding the weeds of terminological debate, she also sometimes misses the opportunity to make connections that would reinforce the significance of her conclusions. In compelling readings, Marsden attends to the positions occupied by women, enslaved people, and ethnic minorities as they performed the contradictions inherent in British ideals of duty, liberty, and toleration. Siddons's Euphrasia, the dutiful Grecian daughter who keeps her father alive by feeding him from her own breast, puts gender in the service of patriarchy by projecting a national ideal founded in filial, specifically daughterly, piety. As Marsden points out, this performance led to Siddons being painted as the Tragic Muse, first by Thomas Cook in 1783 and then by Sir Joshua Reynolds in 1784 (97). The West Indian and Inkle and Yarico navigate differently the difficulties of celebrating a British liberty achieved through imperial expansion and supported by slavery. The Jew dramatizes the evils of antisemitism and encourages the tolerance of ethnic and...

Constructing an English identity in London: Albert Visetti and Anglo-Italian musical exchanges at the end of the nineteenth century

ABSTRACT This article explores the little-known, yet significant figure of the composer and Professor of Singing, Alberto Antonio Visetti (1844–1928). While his biography is still obscure and contested, his commitment to develop Anglo-Italian cultural relations was certainly pioneering. One of Visetti’s most remarkable achievements was to create a cultural exchange between the Royal College of Music and the Bologna Conservatoire by successfully bringing together the heads of the two institutions, Sir Hubert Parry (1848–1918) and Giuseppe Martucci (1856–1909). This connection led to the performance of British music in Italy and to the introduction of the Italian symphonic repertoire in England, which was then dominated by Italian operatic culture. My research further allows us to observe a specific case of the social integration of Italian musicians into London society and its effect on local policies and institutions.

INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

«Робин Гуд школьный»: от «дешевых ужасов» к «повестям для мальчиков» (2-я половина XIX — начало ХХ в.)

In the second half of the 19th century Robin Hood, who formerly had been a character of historical novels a la Walter Scott and the low-grade criminal and adventurous literature (“penny dreadful”), came into the field of books addressed to young children and teenagers of a relatively high status. These stories were largely designed both to amuse and to teach; they served as the voice of pedagogical ideas and carried the public school ethos. The focus was shifted from Robin Hood’s outlawry towards the very features that could serve didactic purposes. The legendary archer stands before boy readers as an epitome of cardinal virtues of an ideal English schoolboy (patriotism, justice, bodily development, love for sport’s competitions, the skill of fair play, socialization as the supreme value). Robin Hood as the hero of school stories was especially invented for readers to identify with him on the points that were crucial in the public school ethos. For the young readers he became at least a good example, both cautionary and thrilling, of fulfillment of social expectations, if not a real role model.

The Falkland Islands: between the United Kingdom and Argentina

The Falkland Islands belong to the British Overseas Territories, which remained after the collapse of the colonial system. This archipelago, which consists of more than 700 islands, has a strategic importance because it is a transit point on the way from the Atlantic to the Pacific Ocean. The Falklands is home to the British Air Force and Navy. Since the 19th century, the islands have become the subject of a constant territorial dispute between the United Kingdom and Argentina, which defended its right to them both at the negotiating table and on the battlefield. The aim of the article is to study the dynamics and content of Argentine-British relations associated with the "Falklands issue" and ways to normalize them. Both sides have repeatedly resorted to the system of international law to influence each other, but their territorial dispute has not yet been settled. The maintaining strong economic, political and cultural ties with the inhabitants of the archipelago, as well as the strengthening of their British identity, currently remains a key factor in the superiority of the United Kingdom over Argentina in the "Falklands issue".

Exploring the Impact of Extroversion and Introversion Personality Types on EFL Learners’ Preferences in Publishing Research Papers

Personality may affect our way to learn. Based on the essential role of various forms of personalities in the cycle of studying foreign languages and understanding foreign languages, this thesis seeks to explore the effect of extroversion and introversion on the identity of English as a foreign language learner in writing research articles. Fifty students are taking part in this study. Those participants are the fifth-semester students of Tidar University who take Teaching English as Foreign Language class. They have many papers from any lecture. They can produce more than three research papers in a year. Publishing their papers still become interesting topics for them. The researcher uses descriptive qualitative method to get the result. By giving a questionnaire to all of the participants to find out their personality types and then asking about their preferences in publishing research papers. Based on the findings, researcher get main result, there are more extroverts EFL Learners than the introvert one. They could give wide perspectives about publishing their papers. Their perspectives on their preferences depend on any reason that supports the result.

“Where the devil should he learn our language?”: Shakespeare’s Territorial Linguistics

Abstract This article looks at how Spenser’s desire for an English national identity, rooted in a “kingdom of our own language,” is realized in Shakespeare’s works. I track the way early modern systems of power have used language as a colonial weapon and show how Shakespeare demonstrates the problematic effects of imagining language as a scaffold to hold oppressive social structures—such as class, gender, and nationality—in place. Throughout his works—comedies, tragedies, and histories alike—Shakespeare consistently plays with the notion that there is a “right” and a “wrong” way to speak, and I argue he connects these definitions with the colonial notion of a “right” and a “wrong” way to be “English”. The article examines language as space, in which “English” and “England” become synonymous. It explores language as a shared national identity in which language belongs to physical spaces as well as to peoples and a more abstract notion of nation. It explores the colonial imposition of the English language on indigenous populations that map the expansion of the known world in the early modern era, and looks at the tensions between the English and the Welsh—and their respective languages—in Shakespeare’s plays. Ultimately, shows us the inevitable victims of linguistic nationalism and draws attention to England’s long history of using language as a tool of abuse, oppression, and control.

Shaw and Legacy: Introduction

Shaw and Legacy: Introduction

Race, medievalism and the eighteenth-century Gothic turn

Richard Hurd’s Letters on Chivalry and Romance (1762) was a driving force in the late eighteenth-century turn away from classicism and towards medievalism as a favoured paradigm of English identity formation. The shift was causally linked to the rise of Enlightenment race pseudo-science in the public sphere and continues to influence academic and popular medievalisms into the present. Hurd ‘makes’ a Gothic racial formation in Letters through his assertions that romance was the cultural product of a chivalric society that reflected innate qualities of Gothic people of north-western Europe. Hurd favoured Gothic over classical aesthetics in radical move for his time. He suggested that chivalric gallantry made for more refined, civilized poetry than what he portrayed as the unrelentingly violent barbarity of Grecian verse. He also made strong claims about inherent and superior qualities of Gothic language and ideas. Feudal Gothic society is constructed by Hurd as similar to but better than classical Grecian, and as the antithesis of the Islamic Saracen world. Reading Letters alongside Hurd’s Francophone sources, particularly Jean-Baptiste de La Curne de Sainte-Palaye’s ‘Memoires sur L’Ancienne Chevalerie’ (1753), reveals a series of racializing moves that separate chivalry from Sainte-Palaye’s specifically French nationalist framing and link it to a Gothic identity. Hurd’s aesethicization of chivalric romance created a racialized paradigm through which the European Middle Ages could be read – and still frequently is.

For Queen and Country! National Identity and British Post-War Use of Military Power

British post-war security policy and use of military power is not subjugated by the structures of or interaction in the international system. Rather, British use of military power is strongly influenced by a territorially sovereign identity and an institutional balance between Crown and Parliament. British national identity originate in the historical struggle to maintain cohesion and political stability in Britain. From the Glories Revolution to the Second World War territorial sovereignty and institutional independence have defined Britain as an international actor and framed its security policy. Consequently, the territorially sovereign identity and institutional balance between Crown and Parliament continuously influence British security policy. The post-war use of British military power from the Suez Crisis in 1956 to the European Security and Defence Policy, thus, primarily recovers an internal institutional balance. An institutional balance that also played an underlying role in the British withdrawal from the European Union.