Who are we? Children's national and European identities and inclusion of minorities

Superordinate national and European identities have the potential to encompass diverse groups, promoting inclusion. However, the content associated with these identities can influence whether diverse groups are included. This study investigated how children co‐construct ideas about their national (i.e. Irish) and European identity content (RQ1) and who these groups include (RQ2). Transcripts from eight focus groups using interactive activities with children aged 10–11 ( n = 26, M age = 10.68, SD age = 0.48; 72% male) were analysed using reflexive thematic analysis, producing three key themes. First, children viewed national and European identities as intertwined and place‐based. Second, children highlighted fundamental identity contents that determined whether people were included in the group. Some viewed only ethnic content (e.g. blood and birth) as fundamental to group membership, emphasizing restricted pathways to inclusion. Others accepted either ethnic or civic (e.g. citizenship and participation) content, highlighting multiple pathways to inclusion. Third, children discussed other, prototypical forms of identity content, which were broadly cultural in nature (e.g. language and learning about the national culture). Prototypical content did not determine whether people could be included or not, but rather the degree of inclusion. Implications for how to facilitate discussions about superordinate identities to promote social inclusion in childhood are discussed.