ABSTRACT
This chapter highlights the importance of a fine-grained analysis of the role of the curriculum and multiplicity of actors involved, either directly or indirectly, to better understand the role of schools in producing a sense of national belonging. It provides an overview of some of the key debates and remaining questions on the differentiated role of schools in nation-building across time and space, the tensions and/or synergies between multiple identities and actors over time, and the legacies of colonisation and decolonisation. It locates the conclusions reached by contributors to this volume within the wider scholarship. This chapter also outlines the approach and aims of the volume as a whole, and presents each section and chapters individually.
