- Danish School of Education (DPU)
Aarhus University
164 Tuborgvej
2400 Copenhagen NV
denmark - 8716 3648
- Ritual, Children and Religion, Religious Education, Movement Culture, Civil Society, Sociality, and 10 moreMoral Education, Virtuality, Pastoralism (Social Anthropology), GRAZING RESOURCES AND PASTORALISM, Reindeer herding, Indigenous education, Philosophy and Sociology of Human/animal Relations, Environmental Ethics, Anthropology of ethics and morality, and Indigenous Knowledgeedit
Interrelationships between urban and rural areas are fundamental for the development and safeguarding of viable future living conditions and quality of life. These areas are not well-delineated or self-sufficient, and existing... more
Interrelationships between urban and rural areas are fundamental for the development and safeguarding of viable future living conditions and quality of life. These areas are not well-delineated or self-sufficient, and existing interrelations may privilege one over the other. Major urban challenges facing China and Europe are related to changes in climate, environment, and to decision-making that makes urban and rural landscapes more susceptible to environmental pressures. Focusing on the six European and Chinese cities and surrounding rural areas, under study in the joint EC and MOST-funded REGREEN project, we examine how nature-based solutions (NBS) may assist in counteracting these pressures. We explore urban-rural dependencies and partnerships regarding NBS that can enhance resilience in Europe and China. We analyse differences between European and Chinese systems of governance, reflecting on the significance of the scale of research needed to understand how NBS provide benefits....
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This article is based on fieldwork with young Muslim refugees from Iraq, Iran and Afghanistan, who attend small-town schools in the Danish countryside. The article explores the Danish schools’ ’mixed bag’ approach to religious education.... more
This article is based on fieldwork with young Muslim refugees from Iraq, Iran and Afghanistan, who attend small-town schools in the Danish countryside. The article explores the Danish schools’ ’mixed bag’ approach to religious education. Drawing on theology, philosophy, cultural history and the sociology of religion, the national curriculum privileges evangelical Lutheran Christianity while postulating a universal ’religious dimension’ in people’s lives. The article discusses how this school theology that highlights a common human religious attitude simultaneously excludes any serious discussion of a child’s relationship with God and the many other dimensions of religion that impact the lives of Muslim refugee children. While reporting that they enjoy learning about Christianity, Muslim children also feel compelled by God, family, classmates and their teacher’s lack of knowledge of Islam to find and hold on to their own religious convictions. In this they are surprisingly little hel...
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... promoted voluntary associations, particularly gymnastic and sport associations, as significant sites of popular enlightenment and national, demo-cratic upbringing (Trangbæk 1998; see alsoKorsgaard, 1997a, 1997b ... Benveniste, Emile... more
... promoted voluntary associations, particularly gymnastic and sport associations, as significant sites of popular enlightenment and national, demo-cratic upbringing (Trangbæk 1998; see alsoKorsgaard, 1997a, 1997b ... Benveniste, Emile 1974 Deux modèles linguistiques de la cité ...
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... start-ing, of grasping at loose ends, one by one, and patiently tracing their paths ... Today, researchers, probing theories of cultural and structural production and reproduction, study the actions and ... this public concern to the... more
... start-ing, of grasping at loose ends, one by one, and patiently tracing their paths ... Today, researchers, probing theories of cultural and structural production and reproduction, study the actions and ... this public concern to the fact that during that same period, British children were ...
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This paper sets out the field of 'pedagogical anthropology' presently under construction in Denmark. Informed by ethnographic and anthropological studies of schools, children and education, this new field is indelibly stamped by regional... more
This paper sets out the field of 'pedagogical anthropology' presently under construction in Denmark. Informed by ethnographic and anthropological studies of schools, children and education, this new field is indelibly stamped by regional idioms and institutionalizations of education that privilege certain research questions and focus ethnographic and theoretical gazes. Two such idioms, the notion of the 'the social' and faellesskab as 'a social whole,' inform Danish pedagogical practices in a wide range of educational settings, as well as many Danish ethnographic studies of the same. A comparative 'anthropology of education,' with its potential to broaden horizons, generate new gazes and questions, offers a welcome antidote to getting trapped in implicit regional worldviews. Yet introducing an unreflected Anglophone 'anthropology of education' creates problems of translation that are of anthropological interest in themselves. A question for the future is thus how we might forge an encompassing, comparative anthropology of education that both appreciates and is able to theorize the problems of translation thrown up by the idiomatic particularities of various ethnographies and anthropologies of 'education.'
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This book is about cultural policy, children's sport, and " civil sociality " in Denmark. Based on many years of familiarity with Danish society, and countless hours of intensive fieldwork, Dr. Anderson provides a unique anthropological... more
This book is about cultural policy, children's sport, and " civil sociality " in Denmark. Based on many years of familiarity with Danish society, and countless hours of intensive fieldwork, Dr. Anderson provides a unique anthropological perspective on the process by which state cultural policy actively engages civil society in a quest to shape social relations in the public sphere. The particular domain of policy and social activity is non-school, voluntary sport, in its various forms. By definition, of course, such activity takes place outside the regular Danish school curriculum, but it is not for this reason any less " educational. " Indeed, although it is very broadly attended and institutionalized, perhaps because Danish after-school sport is not compulsory, it is all the more compelling for children and youth, and therefore more powerful in certain ways. Dr. Anderson shows us how afterschool sport in Denmark both transmits and produces social knowledge, and powerfully shapes social relations.
A volume in Education Policy in Practice: Critical Cultural Studies Series Editors
A volume in Education Policy in Practice: Critical Cultural Studies Series Editors
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They come when they feel like it and they come in groups, always the same ones together. They show up once, and then they don't come the next two times, and then suddenly they show up again; [they] can't seem to figure out that they need... more
They come when they feel like it and they come in groups, always the same ones together. They show up once, and then they don't come the next two times, and then suddenly they show up again; [they] can't seem to figure out that they need to come every time so there can be some development. (Project coordinator)
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This article investigates notions and practices of Danish school classes. It discusses the ideological and practical construction of klasser and attempts to explicate areas of implicit knowledge built up through this particular form of... more
This article investigates notions and practices of Danish school classes. It discusses the ideological and practical construction of klasser and attempts to explicate areas of implicit knowledge built up through this particular form of structuring a school class. the articles argues that Danish school classes, constituted as 'families' with collective identities and a strong sense of social territory, familiarize school children with particular understandings of social boundaries.
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This article is based on fieldwork with young Muslim refugees from Iraq, Iran and Afghanistan, who attend small-town schools in the Danish countryside. The article explores the Danish schools’ ’mixed bag’ approach to religious education.... more
This article is based on fieldwork with young Muslim refugees from Iraq, Iran and Afghanistan, who attend small-town schools in the Danish countryside. The article explores the Danish schools’ ’mixed bag’ approach to religious education. Drawing on theology, philosophy, cultural history and the sociology of religion, the national curriculum privileges evangelical Lutheran Christianity while postulating a universal ’religious dimension’ in people’s lives. The article discusses how this school theology that highlights a common human religious attitude simultaneously excludes any serious discussion of a child’s relationship with God and the many other dimensions of religion that impact the lives of Muslim refugee children. While reporting that they enjoy learning about Christianity, Muslim children also feel compelled by God, family, classmates and their teacher’s lack of knowledge of Islam to find and hold on to their own religious convictions. In this they are surprisingly little helped by a subject designed to get at the religious dimension in people’s lives.