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This article describes and interprets artworks that interrogate identity and explores their potential application as a resource for teaching in schools. The extent to which these recreated images reflected what the students regarded as important aspects of Europe varied, but some accompanying texts implied a sense of personal identity and. Images of the Eiffel Tower, the Leaning Tower of Pisa and Tower Bridge dominated this data, which also referenced European cathedrals (Cologne and Barcelona), the Coliseum, the Acropolis, the Brandenburg Gate, Stonehenge and a (Dutch) windmill. A Czech student drew a picture of the Big Ben clock tower in London and explained this was ‘because Big Ben is in London, London is in England and England is in Europe’ ( Figure 5). Maltese and English students picked images of iconic buildings in mainland Europe. The data included many architectural ‘landmarks’ representing ‘other’ countries in Europe.
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This was a complex, ironic response from an older pupil who clearly understood how to manipulate images so as to put forward an ideological perspective and target a particular audience (British members of the research team). Her written comment equated the non-permanent medium of chalk with the need to protect Europe, along with freedom to draw in the street: A Czech participant presented a historical world map showing all the colonies annexed by the British Empire in red. Another Portuguese boy wrote, ‘The continent of Europe is too polluted because people do bad things and throw rubbish on the ground.’ A 16-year-old Irish girl used an Internet image of a street artist drawing the map of Europe to explore Europe through an artistic lens. One or two examples demonstrated social awareness. Typically the text consisted of a few geographical facts and no explanation of image choice. For example: ‘I chose this picture because it shows several European countries’, and, ‘It helps me to study the seas round the continent’ (two boys aged 10, Portugal). Again the accompanying written texts were brief. As Halocha (2006) has pointed out, the use of map projections, map and atlas centres, scale, size and proportion all affect a student’s view of their European identity, and these varied in relation to the geographical location of the student’s country of origin. They highlighted official borders between European countries and in one or two cases included names of capital cities and/or national flags.
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The majority represented the European continent rather than the EU. Maps were recurring symbols, especially from younger students. However, the written text submitted with many other received images was minimal, suggesting students had not actively engaged with their symbolism. accompanying verbal commentary suggests this student had begun to engage subjectively with official definitions of European identity.