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Kulturel diversitet i danskfaget

By Trine Hodal and Laura Marie Norn Trojel


As Danish schools become increasingly multicultural due to the changing population demographics, teachers and educational institutions are being challenged as to how to provide the most inclusive educational setting. This thesis studies the effects of a growing pluralistic school population with regards to the teachers of Danish in the Danish secondary school (gymnasium). The thesis examines how or if a subject like Danish in the gymnasium adapts to reflect the shifting realities, which have become increasingly clear in the Danish educational system during the last ten years. In order to study this field of interest, this thesis will analyse articles, anthologies, and the statutory order regarding Danish as a subject. In addition, five qualitative interviews will be conducted with five Danish teachers who all deal with the challenges of culturally diverse classrooms. The analyses focus on how concepts such as culture, nation and religion play an important role in the framing and understanding of Danish in the gymnasium. By means of these analyses, it becomes clear that the subject Danish in the gymnasium is caught in a bind. An obvious dichotomy of “nationalistic” and “pluralistic” objectives of education can be traced to the debates regarding Danish and core documents of the Danish secondary school. This discrepancy between the national and the multicultural curriculum presents an obstacle for the supposed promotion of intercultural learning and valuation that the ministry of education emphasises. Instead the dichotomy runs the risk of fostering social marginalisation of ethnic minorities as well as causing frustrations among teachers who are expected to conduct a coherent and integral teaching. Furthermore, this thesis argues that the teachers’ attitudes towards concepts such as culture, nation and education play an evidently important part in the handling of a culturally diverse student group. In order for the teaching to be successful for all students, regardless of cultural background, this thesis argues that a multicultural perspective in schools is necessary. Teachers and educational institutions must consider students’ cultural identities as well as be aware of their own biases. Therefore a curriculum that integrates cultural awareness and accomplishment within educational materials is to be desired. A multicultural program does not mean that Danish texts should not be analysed and dealt with, but it means that focus on the presentation of other cultures as well as the Danish culture should be emphasised. Moreover, this thesis argues that multicultural education is not accomplished merely by adding a course, a lecture, or a one-day “multicultural fair”, but as an integral part of the theory of education in the Danish educational system – on all levels

Topics: Integration, Interkulturel pædagogik, dannelse, kulturteori, danskfaget, gymnasiereformen 2003
Year: 2006
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