This paper focuses on conceptualizing the notion of "affective nationalism" in education by addressing some key theoretical and methodological considerations. Theorizing the concept of affective nationalism in education is crucial for two reasons. First, it takes into consideration recent theoretical developments on affect, materiality, and everyday nationalism (including race, ethnicity, and religion as "striations" of affective nationalism) that necessitate a rethinking of theories of nationalism and national identity in education; second, this renewed academic attention reflects what is currently happening across the world with the growth of nationalist feelings -- a phenomenon that does not leave education unaffected. Studying teachers' and students' affective experiences of the nation in everyday school life and linking those to the wider historical, structural, and institutional (macro) aspects of the nation will make an important contribution to not only exposing nationalism's destructive propensities but also inventing new pedagogies of the nation that are more inclusive.