"Medborgerskab gennem Uddannelse" - Fortællinger om danskhed i medborgerskabsundervisningen

Lise Lopez Nielsen

Studenteropgave: Speciale


The aim of the thesis “Medborgerskab gennem Uddannelse” – Fortællinger om danskhed i medborgerskabsundervisingen, which translates into ”Citizenship through Education – Narratives on Danishness in the citizenship teaching, is to answer the following research question: Which narratives on Danishness are present in the teaching resources for the project ”Citizenship through Education” and which processes of inclusion and exclusion follow from these? I have examined my research question through a textual analysis of two school books and one teacher’s manual, all together analyzed from a narrative point of view. The teaching resources were made specifically for the project “Citizenship through Education” which is my choice of case. The case deals with citizenship education taught in Danish elementary schools and is a government-funded project financed by The Ministry of Children and Education and the former Ministry of Refugee, Immigrants and Integration. Responsible for carrying out the project are the Danish School of Education at Aarhus University, the Institute for Human Rights and Ungdomsbyen (which translates to “the city of youth”). ”Citizenship through Education” is an experiment running for a two and a half year period from 08.25.2010 to 12.31.2012. In order to carry out my analysis I use two articles by social theorist Margareth R. Somers: Narrativity, Narrative Identity, and Social Action: Rethinking English Working-Class Formation (1992) and The Narrative Constitution of Identity: A relational and network approach (1994). This makes for the theoretical foundation of the narrative text analysis. To help carry out the analysis I include the book Kvalitative Metoder I et Interaktionistisk Perspektiv – Interview, Observationer og Dokumenter (2005) by Margaretha Järvinen and Nanna Mik-Meyer (red.). The book is a useful tool of assistance as it proves helpful in analysis of empirical material. To further enrich my analysis I use the theory of imagined communities by Benedict Anderson and to relate this to a Danish context I include the ph.D. dissertation of Lasse Koefoed Glokale Nationalismer – Globalisering, hverdagsliv og fortællinger om dansk identitet (2006) which deals with narratives on Danish identity in everyday life. The theory of imagined communities is crucial for my analysis as it sets the ground for my research question. For the sake of pointing out the correlation between Danishness and citizenship I include a theoretical chapter on Danishness, which includes the theories of Richard Jenkins and Thomas Gitz-Johansen. The results of my thesis show that Danishness is a prominent element in the citizenship education and that it produces both processes of inclusion and exclusion. My analysis shows that the imagined community is narrated in a way that opens up for inclusion of foreigners depending on the extent of which they take on the norms of Danish society. All etnicities and religions ought to be accepted by the Danish people, but foreigners are encouraged to feel Danish. Hereby Denmark is constructed as a more or less homogeneous nation.

UddannelserKultur- og Sprogmødestudier, (Bachelor/kandidatuddannelse) Kandidat
Udgivelsesdato1 dec. 2011
VejledereKirsten Hvenegård-Lassen


  • danskhed
  • medborgerskab