347 CHAPTER 22 Culture and Citizenship Theresa Alviar-Martin INTRODUCTION Culture and citizenship are inextricably linked (Ladson-Billings 2004). Historically, the political legitimacy of nation-states was built upon the con- joining of the political entity of a state with the cultural identity of a nation (Couldry 2006). Culture was mobilized as a means of strengthening citizens’ national identities by emphasizing shared values, territories, histories, and beliefs (Kymlicka 1995). Conditions of globalization, however, raise ques- tions regarding the ways nationalistic constructions of culture and citizenship refect dominant groups’ agendas while diminishing the entitlement of cul- tural minorities to attain the full spectrum of social and political rights. Trans- national fows of ideas and capital, furthermore, have compelled examination of how individuals’ af fliations based on class, gender, race, religion, or lan- guage complicate notions of cultural identity and inform emerging concep- tions of citizenship unanchored from the nation-state (Banks 2008). The fuidity of culture and citizenship in the era of globalization implicates the historical role of schools as sites of institutionalized learning where poli- cies, curriculum, and pedagogies are strongly associated with nations’ cultural and political traditions (Hahn and Alviar-Martin 2008). Thus, schools today face questions regarding how to welcome students from diverse cultural back- grounds, acknowledge and develop their multilayered identities, and cultivate national values while recognizing young citizens’ potential to build af fni- ties to the shared human community of common argument and aspiration (Nussbaum 2002). © The Author(s) 2018 I. Davies et al. (eds.), The Palgrave Handbook of Global Citizenship and Education, https://doi.org/10.1057/978-1-137-59733-5_22 T. Alviar-Martin (*) Education University of Hong Kong, Hong Kong, People’s Republic of China e-mail: tpbalviar@ied.edu.hk