Reinterpreting New Zealand school patriotism

New Zealand education historians have belatedly become aware of sociological perspectives. Where such perspectives have been recognised, there has been a tendency to preface and conclude historical research with theoretical generalisations, leaving the reader to make the connections. What has been lacking so far, however, is any attempt to critically examine the role of critical theory in reassessing specific problems in education history. My intention here is to reinterpret my earlier research into the growth and apparent decline of patriotism in New Zealand primary schools, and to indicate directions for further study.