ABSTRACT
In view of an upsurge of nationalist movements and thus academic interest in understanding the emergence and prevalence of nationalism in the past 30 years, this study examined the most prominent theories of nationalism regarding their use of educational ideas. The most recognized monographs on nationalism by 28 esteemed scholars in this field were analyzed, both quantitatively and qualitatively, regarding the frequency and manner in which the authors utilized education in arguing for their respective theories. Further, in accordance with the three acknowledged and two proposed categories of theories of nationalism, the theorists were grouped, and similarities and, more importantly, differences between the five approaches regarding education were examined and discussed. In conclusion, the performance of educational knowledge in the dominant theories of nationalism was critically assessed. The implications of this displayed understanding und utilization of educational knowledge are discussed regarding the academic standing and future research of educational science.
