There is an increasing nationalism endemic globally that needs profound consideration in education research. Through this paper, we aim to landscape discourses in citizenship education within the context of nationalism and diversity in Türkiye as a developing country subjected to dramatic in-migration of displaced people within a decade, let alone the internal migration trends inter-regionally. Therefore, the narratives and discourses in the official curriculum documents (n = 12) and the 4th-grade textbooks (n = 12) are analysed regarding the Vienna school's discourse-historical approach (DHA) to make a historical comparison based on the previous research in a global context where democracies are deteriorating globally and conflicts or wars grounded on ethnic, racial, religious, or cultural differences increasing sharply. Eventually, most of the findings revealed that the content, discursive strategies, and linguistic means are apt to reproduce the mono-cultural national identity and ignore the diversity within the official discourses.