There are, of course a range of positions to be taken on this continuum. These initiatives encounter the obvious problem of the absence of a global state to which formal citizenship might correspond - and therefore relate to the ‘feeling’ and ‘practice’ elements of the Osier and Starkey (2005) scheme, rather than ‘status’. When these initiatives are channelled through state education systems, there may be tensions with national interests, although theorists like Appiah (2006) are confident that different levels of identification (local, national, global) can be maintained simultaneously.