Abstract
Denmark. Using the concept of hegemony and the political-science distinction
between monocultural and multicultural positions as approaches towards a
situation of increasing linguistic, ethnic and cultural diversity, the paper shows
how a monocultural approach has become hegemonic in policy initiatives and
legal documents. This hegemony is achieved by understanding ethnic, cultural and linguistic diversions from established norms in terms of deprivation. In this way,educational institutions and ‘majority society’ as such are protected from criticism and structural changes towards multiculturalism and the recognition of the linguistic and cultural rights of minority groups. Alternative and competing
positions exist in the research literature in the field, but this literature has been
excluded from the level of policy and public administration.
| Original language | English |
|---|---|
| Journal | Intercultural Education |
| Volume | 21 |
| Issue number | 2 |
| Pages (from-to) | 137-151 |
| Number of pages | 15 |
| ISSN | 1467-5986 |
| DOIs | |
| Publication status | Published - 2010 |
Keywords
- monocultural
- multicultural
- hegemony
- compensatory
- deprivation
- educational policy
Cite this
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Education of ethnic minority children in Denmark : monocultural hegemony and counter positions. / Gitz-Johansen, Thomas; Horst, Christian.
In: Intercultural Education, Vol. 21, No. 2, 2010, p. 137-151.Research output: Contribution to journal › Journal article › Research › peer-review
TY - JOUR
T1 - Education of ethnic minority children in Denmark
T2 - monocultural hegemony and counter positions
AU - Gitz-Johansen, Thomas
AU - Horst, Christian
PY - 2010
Y1 - 2010
N2 - This paper explores the dominant approach to education of ethnic minorities inDenmark. Using the concept of hegemony and the political-science distinctionbetween monocultural and multicultural positions as approaches towards asituation of increasing linguistic, ethnic and cultural diversity, the paper showshow a monocultural approach has become hegemonic in policy initiatives andlegal documents. This hegemony is achieved by understanding ethnic, cultural and linguistic diversions from established norms in terms of deprivation. In this way,educational institutions and ‘majority society’ as such are protected from criticism and structural changes towards multiculturalism and the recognition of the linguistic and cultural rights of minority groups. Alternative and competingpositions exist in the research literature in the field, but this literature has beenexcluded from the level of policy and public administration.
AB - This paper explores the dominant approach to education of ethnic minorities inDenmark. Using the concept of hegemony and the political-science distinctionbetween monocultural and multicultural positions as approaches towards asituation of increasing linguistic, ethnic and cultural diversity, the paper showshow a monocultural approach has become hegemonic in policy initiatives andlegal documents. This hegemony is achieved by understanding ethnic, cultural and linguistic diversions from established norms in terms of deprivation. In this way,educational institutions and ‘majority society’ as such are protected from criticism and structural changes towards multiculturalism and the recognition of the linguistic and cultural rights of minority groups. Alternative and competingpositions exist in the research literature in the field, but this literature has beenexcluded from the level of policy and public administration.
KW - monocultural
KW - multicultural
KW - hegemony
KW - compensatory
KW - deprivation
KW - educational policy
U2 - 10.1080/14675981003696271
DO - 10.1080/14675981003696271
M3 - Journal article
VL - 21
SP - 137
EP - 151
JO - Intercultural Education
JF - Intercultural Education
SN - 1467-5986
IS - 2
ER -