This article contributes to the developing literature on childhood and national identity by considering the ways in which children imagine other nations. Focusing in particular on on-line interactions between children in 12 British and 12 New Zealand schools, the article explores their imaginative geographies of each other, and assesses the ways these visions are endorsed or contested by the children to whom they refer. The article not only illustrates the sources and importance of stereotypical understandings of landscape, people and patterns of daily life in other nations, but also the ways these may be contested through on-line contact.
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