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Editorial, Journal of Philosophy of Education, Volume 56, Issue 6, Dec 2022, Pages 805–806, https://doi.org/10.1111/1467-9752.12719
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On 8 September, just as children and teachers across England and Wales were returning to schools after the summer holidays, Queen Elizabeth II died. The news came as something of a surprise: just two days earlier the Queen had been pictured meeting the new leader of the Conservative Party. In the days that followed the monarch's death, the country entered a period of national mourning, and this was extensively televised and in some ways exploited by the media. There was an outpouring of responses from members in the public—perhaps more so than was expected. Everyday items and traditions, it seemed, suddenly evoked nostalgia and memories: coins, stamps, the Queen's Speech on Christmas Day… Young and old joined the line to view the Queen's coffin lying in state at Westminster Hall. The Queen, it was said, represented stability. Having been on the throne for 70 years, she linked today's generations to the time of their parents or grandparents.