This paper aims to investigate how Denmark’s colonisation of the Virgin Islands is remem-bered and portrayed through textbooks intended for children between 5thand 7thgrade. Our theory was that the shameful parts of the colonisation are often left out of the representa-tions. Based on theories about imagined communities, collective identity, the Subaltern and the ethics of Emmanuel Lévinas, we carried out an analysis of textbooks in accordance with the concept of framing. Our findings show that the historic period is framed in a predominantly socioeconomic perspective, and thus the slaves’ perspectives/experiences are rarely explicat-ed. Furthermore, we discuss how this is problematic for the students’ development of their collective identity. We conclude that it is necessary to include the slaves’ perspective, and due to this, we have suggested a piece on Denmark’s colonisation for a children’s textbook.
|Uddannelser||Basis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Bachelor|
|Udgivelsesdato||28 maj 2018|
|Vejledere||Carsten Tage Nielsen|