Systemic Colonial Aphasia and Civic Education in Denmark and St. Croix, U.S. Virgin Islands

Heidi Bojsen, Nikoline Ladefoged Birk, Nynne Greve Lysgaard

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

Based on interviews, surveys and observations carried out in Denmark and St. Croix U.S. Virgin Islands in 2016 and 2019, this articles gives voice to Danish and Crucian high school students’ perspectives on colonial history. Referring to the negotiation of civic education policies in the two regions as frame, the analysis focuses on how students perceive the relevancy of colonial history in their curriculum, how they explain certain key concepts and how they relate their learning to the available social and national
identity positions. In a contrapuntal reading, where contributions from Crucian students, teachers, activists and scholars serve as grounding, the authors ponder whether Danish students are in fact subject to an education caught up in systemic colonial aphasia. And they suggest how students may be ready to initiate a decentered learning process.
Original languageEnglish
JournalKULT. Postkolonial Temaserie
Volume16
Pages (from-to)31-52
Number of pages21
ISSN1904-1594
Publication statusPublished - 8 Oct 2020

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