Provinsens oversete uddannelsesopgave

Based on an ethnographic fieldwork in the municipality of Tønder, Denmark, this article addresses what it means to grow up far from the major centres of education, but subject to explicit expectations to every young person of the need to take education. The massive focus on education affects the individual's self-perception and experiences of local opportunities and limitations as well as the life-forms and social cohesion that forms the base of provincial communities. The article focuses on undesirable implications of the ’education-imperative’, yet also argue that schools and educational institutions can help to counter some of the challenges that people in the provinces face by the development of a more place-sensitive educational approach.&nbsp

Diskussionen om opdragelse: – om ansvar, autoritet og balancer

Artiklen diskuterer den aktuelle debat om opdragelse og viser, hvordan den må forstås i lyset af nogle historiske ændringer i synet på børn og opvækst. Med inspiration fra figurationssociologien vises det, hvordan der har været en udvikling fra et mere hierarkisk syn på relationen mellem børn og voksne til en jævnbyrdig og uformel generationel omgangsform med en mere barnesensitiv opdragelsesform. Denne opdragelsesform er imidlertid under skarp kritik, fordi den ikke passer særlig godt med vilkårene i daginstitutioner og skoler. Artiklens viser, hvordan det er denne diskrepans mellem idealer for børn og praktiske vilkår i institutionerne, der har givet anledning til usikkerhed og den aktuelle debat om, hvad der er de rigtige opdragelsesværdier, og hvilken rolle og ansvar forældre har.   [Abstract – UK] The discussion of upbringing – responsibility, authority and balancesThis article focuses on the current debate on upbringing in Denmark and argues that it should be seen in light of historical changes in the view of children and upbringing. There has been a shift from a more hierarchical perception of the relationship between children and adults, to a more informal approach stressing generational equality and the need for a child-sensitive form of care and upbringing. However, this approach is currently criticised as it does not match well with the frames and conditions of contemporary day-care institutions and schools. This discrepancy between ideals for children and practical conditions in the institutional settings has given rise to uncertainty and debate about the right form of upbringing and the role and responsibility of parents

Kulturanalyse gennem barndomsforskning

The aim of the article is to show how childhood research contributes to the understanding of culture and society. Through examples taken from different studies in child-institutions, it is argued that not only do such studies extend our knowledge of children's lives and contemporary conditions of childhood, they also provide insights into fundamental cultural values as well as in social divisions and reproductive dynamics of society

Siblings – Practical and Sensitive Relations

This book is about siblingship as a social and cultural phenomenon in contemporary Denmark. Being a sibling, having siblings and getting siblings are conditions in the lives of most children; actually 90 per cent of all children are registered as having siblings. Despite the prevalence, we have little knowledge of how children perceive being siblings, who they consider as siblings, and what they do or do not do together. Neither do we know much about how this phenomenon is culturally understood.Do children consider all the children they live with as siblings, even if they do not have parents in common?  Can you be more or less real siblings? Can you stop being siblings? Obviously, there are many ways of being a sibling, and sibling relations can change considerably as children grow up. New children may appear – in the shape of newborn babies or children from previous marriages – while other children may be separated by way of divorce or moving out. Sibling configurations vary, as do the experiences of having and getting siblings.The book is based on the research project “(Ex)Changeable Siblingships” conducted at the Danish School of Education, Aarhus University from 2011-2014 and financed by The Egmont Foundation. The project was based on empirical material collected throughout 2011 and 2012. It involved close to 100 children and their parents as well as selected professionals who work with children

Interviewsamtale: Pædagogisk Antropologi: Det er alle de sammenhænge, hvor der er nogen, der vil noget med nogen

Interviewsamtale om Pædagogisk Antropolog

Thule Inuit environmental impacts on Kangeq, southwest Greenland

The Leverhulme Trust is thanked for financial support for the project “Footsteps on the Edge of Thule” (Programme Grant F/00 152/Q), directed by Kevin Edwards (University of Aberdeen), Andy Dugmore, Eva Panagiotakopulu (both University of Edinburgh), and Ian Simpson (Stirling University). We are grateful to Andy McMullen, Kirsty Collinge and Ian Simpson for assistance with fieldwork and advice. Gordon Cook is thanked for the provision of radiocarbon dates. Jamie Bowie kindly assisted with the production of diagrams relating to palynological work. The maps and section were drawn by Anastasios Panagiotakopoulos, whose help is warmly acknowledged. Last but not least we are grateful for the helpful comments by the editor and three anonymous reviewers.Peer reviewedPostprin

Mobility and belonging – A case from provincial Denmark

Young people in rural areas are gradually convinced that they have to leave their homes for education. They move, and hereby amplify the problem of local economic and demographic decline. The article explores the role of education as well as the social dynamics behind this process in a minor community in Denmark. Drawing on children and young people’s perspectives, the article examines how children gradually come to doubt on the local opportunities and become alienated to local lifeforms. Based on an anthropological fieldwork, the authors show how day-care institutions, schools and youth education play an important role in this process

IDEEN MED „BØRN"

Dette nummer af Tidsskriftet Antropologi omhandler disse variationer. Nummerets bestræbelse er gennem en række etnografiske artikler at bidrage til vores viden om børns liv og samtidig vise, hvordan studier af børn og deres fortolkninger af omgivelserne kan perspektivere forståelser af kulturelle og sociale sammenhænge i bestemte samfund. En overordnet pointe er således, at studier af børn ikke blot beriges gennem antropologisk teori og metode, men også selv har en berigende effekt på teorierne, idet de giver anledning til en række centrale antropologiske spørgsmål om kulturel tilegnelse, normsystemer og fællesskabers karakter og rekruttering