In this paper we discuss, how the formative work with children, as it occurs in the everyday practices of Danish schools, relates to broader cultural ideals of personhood, citizens and societies developed in Denmark since the Second World War. Through analysis of one empirical case, we show how cultural ideals of interaction and good communities are taught to school-children by way of adapting them to the life of the class. As this example illuminates, it will be argued, that ideals are never simply translated into institutional practices. As we will show, it is a dialectical process. On the one hand upbringing in child-institutions reflect broader cultural ideals and visions, but on the other hand, through the vast institutionalisation of children in Denmark, the framework and conditions of everyday life in these institutions has also made a large impact on the very ideas of proper citizenship and community.
Dannelse/demokrati/værdier; Early childhood; Fællesskab
Main Research Area:
ECER 2013. The European Conference on Educational Research 2013