Dannelse og dissonanser: En normativitetskritisk undersøgelse af det danskfaglige curriculums subjektkonstruktioner specielt med henblik på italesættelsen af køn og etnicitet
Research output: Book/Report › Ph.D. thesis › Research
- Dannelse og dissonanser - rettet 2009, 2018
1.76 MB, PDF document
The analysis is inspired by poststructuralist theory, specifically Foucauldian power analysis, (queer)feminist gender theory, and postcolonial theories on ethnicity construction. These theories are presented in the first section of the dissertation. The first section also contains a presentation of the concepts of Bildung that are dominant within the Danish curriculum. The presentation concentrates particularly on the late modern Bildung concepts: Narrative self construction and competence formation.
The second part of the dissertation contains deconstructive and comparative readings across the Danish curriculum texts. My analyses show that the texts understand gender to be a phenomenon which condition the educational preferences and talents of pupils and teachers. My analyses also show that the curriculum texts generally acknowledge and approve of an ethnically differentiated classroom. At the same time, however, the texts on more levels discursively construct pupils of ethnic minorities as ‘other' to the school subject ‘Danish.'
Reflecting on the analysis results, the third part of the dissertation compares the similarities and differences between the constructions of gender and ethnicity and discusses the relation between these categories, the late modern concept of Bildung, and the democratic ideals. This leads to the conclusion that a conflict exists between on the one hand the curriculum's ideals of equality through democratic inclusion and on the other hand the marginalizing and hierarchy-establishing tendencies within the material. It is shown that the curriculum's use of the late modern Bildung concepts risks supporting these essentializing and marginalizing structures.
|Place of Publication||København|
|Number of pages||284|
|Publication status||Published - 2008|
- Faculty of Humanities - Bildung, gender, ethnicity, subjectivity, power
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