Batsaikhan et al. Daycare Choice and Ethnic Diversity: Evidence from a Randomized Survey. (2019) [PDF]

Batsaikhan, M., Gørtz, M., Kennes, J. R., Lyng, R. S., Monte, D., & Tumennasan, N. (2019). Daycare Choice and Ethnic Diversity: Evidence from a Randomized Survey. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3507520

Discrimination among individuals is very well documented in the literature, but much less is known about how discrimination is passed down through generations. By designing and conducting a randomized survey to study daycare choices and ethnic diversity, we provide evidence of how biases against ethnic minorities affect parental choices of early childhood education. We asked parents in Copenhagen to choose between two daycares — structured vs. free-play. Each daycare had testimonials from (fictive) parents whose child allegedly attended the daycare, and the survey randomized the names of the testifying parents across the sample. Another novelty of our study is that we are able to capture how discriminatory attitudes towards ethnic minorities interact with preferences for specific teaching styles. In our results we find bias against ethnic minorities among parents who prefer the structured daycare. We validate our results through data on willingness to travel to the preferred daycare, which is higher for parents who prefer the structured daycare when there was an ethnic minority name associated with the free-play daycare.

PDF: https://www.econ.ku.dk/cebi/publikationer/working-papers/CEBI_-_WP_14-19.pdf

Vitus, Kathrine. Problembørn, pædagoger og perkere – identitet og ambivalens i mødet mellem etniske minoritetsbørn og systemet. (2005)

Vitus, Kathrine. Problembørn, pædagoger og perkere – identitet og ambivalens i mødet mellem etniske minoritetsbørn og systemet. Dissertation. Aalborg University, 2005. vbn.aau.dk,

Afhandlingen ‘Problembørn, pædagoger og perkere – identitet og ambivalens i mødet mellem etniske minoritetsbørn og systemet’ analyserer mødet mellem etniske minoritetsbørn og pædagoger i en kriminalitetsforebyggende institution.

https://bibliotek.dk/linkme.php?rec.id=874310-katalog%3ADBB0617754

Karrebæk, Martha Sif, Københavns Universitet, and Humanistiske Fakultet. At blive et børnehavebarn: en minoritetsdrengs sprog, interaktion og deltagelse i børnefællesskabet. (2011) [PDF]

Karrebæk, Martha Sif, Københavns Universitet, and Humanistiske Fakultet. At blive et børnehavebarn: en minoritetsdrengs sprog, interaktion og deltagelse i børnefællesskabet. PhD dissertation. Københavns Universitet, Humanistisk Fakultet, 2011.

PDF: https://andetsprogsforskning.ku.dk/forskning/koebenhavnerstudier_i_tosprogethed_/manuskripter/Bind_62_-_Martha_Sif_Karreb_k_-_At_blive_et_b_rnehavebarn.pdf

Karrebæk, Martha Sif. ‘“What’s in Your Lunch Box Today?”: Health, Respectability, and Ethnicity in the Primary Classroom’. (2012)

Karrebæk, Martha Sif. ‘“What’s in Your Lunch Box Today?”: Health, Respectability, and Ethnicity in the Primary Classroom’. Journal of Linguistic Anthropology, vol. 22, no. 1, 2012, pp. 1–22.

Much socialization of children into healthy food practices takes place in the educational system. However, teachers’ understandings of healthy food may differ from those of students and parents. Furthermore, health is connected to respectability. Thus, food socialization concerns more than nutritional values. This study examines lunchtime interactions between minority students and majority teachers in a Danish classroom. I show that certain traditional food items (rye bread) are treated as superior to certain others that minority children regularly bring. Children are accountable for lunch boxes, and cultural and personal preferences are disregarded if at odds with dominant understandings of healthy food. [

doi:https://doi.org/10.1111/j.1548-1395.2012.01129.x.

https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/j.1548-1395.2012.01129.x.

Thomsen, Jens Peter, Bolette Moldenhawer, and Tine Kallehave. Ethnic Differences in Education in Denmark: Survey Report. (2010) [PDF]

Thomsen, Jens Peter, Bolette Moldenhawer, and Tine Kallehave. Ethnic Differences in Education in Denmark: Survey Report. EDUMIGROM, 2010.

The primary purpose of this report is to give a descriptive and analytical account of the lives of minority urban youth at the end of their primary schooling by looking at their school experiences and achievements, plans for future education and work life, attitudes towards school, and relations to peers, as well as the shaping of identity among minority students. Focusing on youth in the 8th and 9th grades in primary school in Copenhagen, Denmark, the report not only differentiates among ethnic groups in order to identify significant social patterns among groups, but also explores how ethnic differentiations intersect with other variables relating to the students’ background (gender, parents’ socio-economic status and educational level, and so on), and characteristics of everyday social life (social interaction, peer relations, etc). The report aims to contribute to a growing body of research on early identity formation and interethnic relations among young people in primary schools as a way of understanding how and why social positions of young people are structured the way they are. 

PDF: https://ec.europa.eu/migrant-integration/?action=media.download&uuid=29EB1415-BE22-3ABB-578DDD71283F13E4

Simonsen, Kristina Bakkær. ‘The Democratic Consequences of Anti-Immigrant Political Rhetoric: A Mixed Methods Study of Immigrants’ Political Belonging’. (2019) [PDF]

Simonsen, Kristina Bakkær. ‘The Democratic Consequences of Anti-Immigrant Political Rhetoric: A Mixed Methods Study of Immigrants’ Political Belonging’. Political Behavior, May 2019.

Anti-immigrant political rhetoric is proliferating in Europe, inspiring research to examine the potential effects on public opinion. However, studies of the reactions of first- and second-generation immigrants—the objects of this rhetoric—remain scarce. This article argues that political rhetoric should be treated as a context of integration affecting political outcomes, in particular political belonging. To that end, the article combines qualitative evidence from focus group discussions conducted in Denmark, a high-salience context, and quantitative evidence from cross-national survey and party manifesto data from 18 Western European countries over a 12-year period. In addition to demonstrating a negative mean effect, the analyses show that those most in focus of contemporary political messages (Muslims and immigrants with shorter educations) are most affected, suggesting a sophisticated processing of political rhetoric. In contrast, traditional explanations concerning structural incorporation, generational integration, and exposure to rhetoric are not supported. The article discusses the implications of the results for democratic inclusion in contemporary Europe.

doi:10.1007/s11109-019-09549-6.

PDF: https://doi.org/10.1007/s11109-019-09549-6.

Simonsen, Kristina Bakkær. ‘Ripple Effects: An Exclusive Host National Context Produces More Perceived Discrimination among Immigrants’. (2016)

Simonsen, Kristina Bakkær. ‘Ripple Effects: An Exclusive Host National Context Produces More Perceived Discrimination among Immigrants’. European Journal of Political Research, vol. 55, no. 2, 2016, pp. 374–390.

This article examines the perceived discrimination of immigrants – a group for whom experiences of discrimination can be damaging for their long-term commitment and identification with the national core group. Taking its point of departure in the literature on national identity, the article argues that perceived discrimination should be strongest among immigrants in host national societies with an exclusive self-image. This hypothesis is examined by use of multilevel regressions on cross-national survey data from 18 Western European countries. It is found that where exclusive attitudes are widespread in the host population, the percentage of immigrants who perceive themselves to be part of a group discriminated against is significantly greater, all else being equal. In addition, there is a cross-level interaction effect of host national inclusivity and ethnic minority identity which suggests that individual-level determinants of perceived discrimination do not ‘work’ in the same way in normatively different contexts. In terms of the implications of these findings, the article points to the importance of contextualising individual-level accounts of perceived discrimination, with particular focus on the power of a society’s attitudinal milieu to affect individual feelings of inclusion and exclusion.

doi:https://doi.org/10.1111/1475-6765.12131.

https://ejpr.onlinelibrary.wiley.com/doi/abs/10.1111/1475-6765.12131.

Karrebæk, Martha Sif. ‘Rye Bread for Lunch, Lasagne for Breakfast: Enregisterment, Classrooms, and National Food Norms in Superdiversity’. (2017) [PDF]

Karrebæk, Martha Sif. ‘Rye Bread for Lunch, Lasagne for Breakfast: Enregisterment, Classrooms, and National Food Norms in Superdiversity’. Engaging Superdiversity: Recombining Spaces, Times and Language Practices, Eds. Karel Arnaut, Jan Blommaert, Martha Sif Karrebæk, and Massimiliano Spotti, Bristol; Blue Ridge Summit: Multilingual Matters, 2017, 90–120. Rye bread for lunch, lasagne for breakfast: Enregisterment, classrooms, and national food norms in superdiversity 

https://nors.ku.dk/english/research/danish/?pure=en%2Fpublications%2Frye-bread-for-lunch-lasagne-for-breakfast(5f9edb89-45ea-43ea-90f2-9956bbc60af7).html

PDF:  https://www.academia.edu/10114143/Rye_bread_for_lunch_lasagne_for_breakfast_Enregisterment_classrooms_and_national_food_norms_in_superdiversity

Karrebæk, Martha Sif. ‘”Hvad betyder wallah?”: Sociolingvistisk forandring, sprog-i-brug og arabisk i dansk’. (2020) [PDF]

Karrebæk, Martha Sif. ‘”Hvad betyder wallah?”: Sociolingvistisk forandring, sprog-i-brug og arabisk i dansk’. NyS, Nydanske Sprogstudier, no. 58, 58, May 2020.

Børn i Danmark i dag møder sproglige ressourcer, som knyttes til forskellige måder at tale på; ’dansk’, ’arabisk’ eller den måde, man taler på med vennerne. Dermed er sproglig diversitet et (hverdags)faktum. Hvad det betyder for såvel udviklingen af dansk som for sprogbrugerne selv, er et væsentligt spørgsmål. I en social tilgang til sprog inddrages mere end ét semantisk niveau i betydningsanalysen. Aktiviteter, domæner og de forhandlinger, der foregår gennem og i forhold til sprog, er væsentlige for, hvad sproget kommer til at betyde. I denne artikel vil jeg bidrage til diskussionen af relationen mellem sociolingvistisk sprogforandring og børns situerede sproglige møder. Jeg undersøger sprogbrug hos børn i en ret almindelig københavnsk skoleklasse med elever fra forskellige sociale, etniske og sproglige baggrunde fra 0. til 4. klasse. En dreng med dansk baggrund er den centrale deltager. Fokus er på den ideologiske og metapragmatiske forståelse af sproglige ressourcer, der associeres med ikke-dansk. Bidraget anvender et begrebsapparat fra den lingvistiske antropologi såsom registergørelse, indeksikalitet, det komplette sproglige faktum og forskelsskabende akser. Data inkluderer optagelser af hverdagsliv og mere eliciteret sprog-i-brug.

doi:10.7146/nys.v1i58.120485.

PDF: https://www.nys.dk/article/view/120485.

Karrebæk, Martha Sif. ‘Healthy Beverages?: The Interactional Use of Milk, Juice and Water in an Ethnically Diverse Kindergarten Class in Denmark’. (2014)

Karrebæk, Martha Sif. ‘Healthy Beverages?: The Interactional Use of Milk, Juice and Water in an Ethnically Diverse Kindergarten Class in Denmark’. Language and Food, Ed. Polly E. Szatrowski, John Benjamins, 2014, 279–300.

This paper investigates the socialization into healthy food practices in a Danish multi-ethnic kindergarten classroom within the frameworks of Linguistic Ethnography (Creese, 2008; Rampton, Maybin & Tusting, 2007) and Language Socialization (Ochs, 1988; Schieffelin, 1990). I present micro-analyses of three situations where the health value of milk, water, and juice is topicalized. Health is a moral concept which is culturally embedded but linguistically constructed and negotiated. I discuss how learning outcomes in health educational activities depend on individuals’ understandings prior to interactions and on the process of co-ordinating understandings. Also, in children’s conversations nutritional value becomes an interactional resource. The paper contributes to prior research with a micro-analytic perspective on the role of health education in wider processes of social exclusion and intercultural (mis)understandings.

https://www.jbe-platform.com/content/books/9789027270887-pbns.238.12kar

Karrebæk, Martha Sif. ‘“Don’t speak like that to her!”: Linguistic minority children’s socialization into an ideology of monolingualism’. (2013)

Karrebæk, Martha Sif. ‘“Don’t speak like that to her!”: Linguistic minority children’s socialization into an ideology of monolingualism’. Journal of Sociolinguistics, vol. 17, no. 3, 2013, pp. 355–375.

It is of general interest to the study of language in society how ideologies motivating linguistic hegemony get formulated in the context of increasing diversity. This includes if and how linguistic diversity surfaces under conditions that are clearly disfavouring it, and why or why not it happens. Also, we need to know how ideologies of language surface at the micro-level, and how they are continuously passed on, shared, negotiated or contested. These are central issues in this study of socialization into a condition and an ideology of linguistic hegemony in Copenhagen, Denmark. It is illustrated how school-authorities, parents and children co-create Danish dominance and a linguistic ideology of monolingualism during the first school year. The primary focus is on two school-beginners with minority language background in a linguistically diverse classroom, and the linguistic registers of particular interest are Danish, the majority language, and Turkish, an immigrant language. The article builds on field-notes, ethnographic interviews, video- and audio-recordings. Linguistic Ethnography and Language Socialization constitute the methodological frameworks, and Silverstein’s ‘total linguistic fact’ forms an analytic principle.

doi:https://doi.org/10.1111/josl.12035.

Gilliam, Laura. Minoritetsdanske drenge i skolen: modvilje og forskelsbehandling. (2018)

Gilliam, Laura. Minoritetsdanske drenge i skolen: modvilje og forskelsbehandling. Aarhus: Aarhus Universitetsforlag, 2018.

Minoritetsdanske drenge eller ’indvandrerdrenge’, som de typisk kaldes i den offentlige debat, forbindes ofte med dårlige skoleresultater, ballade og kriminalitet. Samtidig peger flere undersøgelser på, at drengene mødes med negative forventninger og oplever at blive set skævt til og forskelsbehandlet i skolen. 

I Minoritetsdanske drenge i skolen. Modvilje og forskelsbehandling ser Laura Gilliam nærmere på drengenes position, selvforståelser og skolestrategier og diskuterer de sociale og kulturelle dynamikker, der er omkring etnicitet, racialisering, køn og skole. Med afsæt i interviews med 18 minoritetsdanske drenge beskriver hun, hvordan drengenes oplevelser af lærernes forventninger, modvilje og velvilje får betydning for deres præstationer og engagement i undervisningen. Positive forventninger og dialog om etnicitet og forskelsbehandling er afgørende, hvis de onde cirkler skal brydes. 

https://unipress.dk/udgivelser/m/minoritetsdanske-drenge-i-skolen/

PDF med forord og indholdsfortegnelse: http://samples.pubhub.dk/9788771848274.pdf .

Madsen, Lian Malai, Martha Sif Karrebæk, and Janus Spindler Møller, editors. ‘Everyday Languaging: Collaborative Research on the Language Use of Children and Youth’. (2016)

Madsen, Lian Malai, Martha Sif Karrebæk, and Janus Spindler Møller, editors. ‘Everyday Languaging: Collaborative Research on the Language Use of Children and Youth’. De Gruyter Mouton, 2016.

This book contributes to current theory building within applied linguistics and sociolinguistics by looking at the role of language in the lives, realities, and understandings of real children and youth in an urban setting. Collectively the studies amount to a comprehensive account of how urban children and youth construct, reactivate, negotiate, contest, and navigate between different linguistic and sociocultural norms and resources. 

Contents:

Martha Sif Karrebæk, Lian Malai Madsen and Janus Spindler Møller Introduction—Everyday Languaging: Collaborative research on the language use of children and youth

Martha Sif Karrebæk: Arabs, Arabic and urban languaging: Polycentricity and incipient enregisterment among primary school children in Copenhagen

Liva Hyttel-Sørensen: Gangster talk on the phone – analyses of a mass media parody of a contemporary urban vernacular in Copenhagen and its reception

Andreas Stæhr: Normativity as a social resource in social media practices

Astrid Ag: Rights and wrongs – authority in family interactions

Ulla Lundqvist: Becoming a “smart student”: The emergence and unexpected implications of one child’s social identification

Lamies Nassr: “Well, because we are the One Direction girls” – Popular culture, friendship, and social status in a peer group 

Lian Malai Madsen: ‘The Diva in the room’ – Rap music, education and discourses on integration 

Thomas Rørbeck Nørreby: Ethnic identifications in late modern Copenhagen 

Janus Spindler Møller: Discursive reactions to nationalism among adolescents in Copenhagen

Asif Agha: Growing up bilingual in Copenhagen.

https://www.degruyter.com/view/title/305498

Enheden for Brugerundersøgelser, editor. Etniske minoriteters oplevelser i mødet med det danske sygehus: en kvalitativ undersøgelse af forældres oplevelser under deres barns indlæggelse på en børneafdeling. (2007) [PDF]

Enheden for Brugerundersøgelser, editor. Etniske minoriteters oplevelser i mødet med det danske sygehus: en kvalitativ undersøgelse af forældres oplevelser under deres barns indlæggelse på en børneafdeling. København: , 2007.

PDF: https://patientoplevelser.dk/files/dokumenter/artikel/etniske.pdf.

Khawaja, Iram. ‘“Det Muslimske Sofa-Hjørne”: Muslimskhed, Racialisering Og Integration’. (2015)

Khawaja, Iram. ‘“Det Muslimske Sofa-Hjørne”: Muslimskhed, Racialisering Og Integration’. Pæda­gogisk Psykologisk Tidsskrift, vol. 52, no. 2, 2015, pp. 29–38,

In a high-school north of Copenhagen, teachers are expressing concern in regard to the growing number of Muslim students and their way of engaging in the school context. The students are positioning themselves in a separate corner (the sofa-corner) during breaks, and policing each other in regard to religious ideals and demands thus forming an enclave in the larger network of groupings in the high school. This article analyses the concern seen from the point of view of the professional, who in many cases feel that she has no access or any tools to intervene in the forming of the sofa-grouping. The article makes visible how the concern for the proper integration is embedded in certain racialised, religious and social processes of othering, and points towards new perspectives on how it is in practice possible to work with inclusion when one takes the power relational and structural processes of exclusion and othering into consideration. 

https://pure.au.dk/portal/en/publications/det-muslimske-sofahjoerne(7288ad12-70c4-4a5a-8a82-7b2f4c64b178).html.

https://www.skolepsykologi.dk/52–%C3%A5rgang—2015 .

Vallgårda, Karen A. A. ‘Tying Children to God With Love: Danish Mission, Childhood, and Emotions in Colonial South India’. (2015)

Vallgårda, Karen A. A. ‘Tying Children to God With Love: Danish Mission, Childhood, and Emotions in Colonial South India’. Journal of Religious History, vol. 39, no. 4, 2015, pp. 595–613.

The article examines the politics of emotions, conversion, and childhood in the Danish Protestant Christian mission around the turn of the twentieth century in colonial South India. The emotional configuration of childhood that came to prevail in the Danish missionary community at this time was informed by a particular notion of the importance of intimate and tender feelings to the constitution of a rich Christian life. In order to win the children’s hearts for Christ, they had to be treated gently, even lovingly. The article shows how this sentimentalisation of childhood simultaneously served to displace Indian adults and parents and to include Indian children into what one might call the missionaries’ emotional community. And, while the ideal of gentle intimacy rendered corporal punishment less socially acceptable in the education of children, it involved a different kind of power — less tangible and visible, and therefore perhaps also more difficult to contest. As such, the article discloses the highly ambiguous political anatomy of love.

doi:https://doi.org/10.1111/1467-9809.12265.

https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9809.12265

Nexø, Sniff Andersen. ‘Særlige grønlandske forhold — Rum, ret og uægteskabelige børn i det koloniale Grønland’. (2013) [PDF]

Nexø, Sniff Andersen. ‘Særlige grønlandske forhold … Rum, ret og uægteskabelige børn i det koloniale Grønland’. Historisk Tidsskrift, Sept. 2013.

Making allowance for the special conditions there, the ‘legally fatherless’ appeared before the Danish public in the spring of 2010 as they formed an association aiming at securing children born out of wedlock in Greenland legal rights towards their biological father equal to the ones bestowed on Danish children. The media framed their situation as the result of the colonial system having discharged Danish men from their responsibilities towards their illegitimate children in Greenland; that is, as a token of colonial discrimination. The following year, a historical investigation was organized in order to identify differences in the legal position of children born out of wedlock in Greenland and in Denmark over the period 1914-1974. The present article, authored by one of the contributors to the report, investigates the rules concerning children born out of wedlock in Greenland at three historical moments: The earliest rules of 1782; the first modern regulation from 1914; and the first post-colonial Children’s Act from 1962. What legal and colonial differences were at stake? How may one interpret the changing regulation? The analysis draws attention to shifting problematizations of the ‘illegitimate’ children, associated with changes in the colonial context. At the same time, however, it is argued that the regulation reflects a continuous colonial rationality by which the particularities of the colonial space came to legitimize fundamental differences between colony and metropolis, and between population categories in Greenland.

PDF: https://tidsskrift.dk/historisktidsskrift/article/view/56593.

Buchardt, Mette. ‘Skolens produktion af muslimskhed’. (2016)

Buchardt, Mette. ‘Skolens produktion af muslimskhed’. Unge Pædagoger, vol. 2016, no. 2, Foreningen Unge Pædagoger, 2016, pp. 67–73.

Folkeskolen har jævnligt været omdrejningspunkt for panik om relationer mellem ‘dansk kultur’ og ‘muslimsk kultur’, og skolefaget Kristendomskundskab har ofte – sammen med f.eks. spiseregler og badeforhæng – været på f.eks. mediernes dagsorden.

Men hvordan tager spørgsmål om ‘religion’/‘kultur’ sig ud hvis man studerer det i klasserummet og når det faglige indhold er defineret som religion? Hvilken viden om ‘religion’ produceres? Hvilke måder at være elev på? Og hvordan indgår panikker om ‘muslimskhed’ og ‘danskhed’/‘kristenhed’ i klasserummets taler og andre praktikker?

Denne artikel kaster lys over hvordan skolen også er med til at producere forestillinger om muslimer, og giver samtidig en indføring i hvordan denne viden er produceret forskningsmæssigt: Hvordan kan man via observation og interview undersøge hvad (her) religion bliver gjort til – hvordan det særligt tager sig ud – i skolen.

https://vbn.aau.dk/en/publications/skolens-produktion-af-muslimskhed

https://u-p.dk/vare/2016-nr-2/

Gilliam, Laura, and Eva Gulløv. ‘Making Children “Social”: Civilising Institutions in the Danish Welfare State’. (2014) [PDF]

Gilliam, Laura, and Eva Gulløv. ‘Making Children “Social”: Civilising Institutions in the Danish Welfare State’. Human Figurations, vol. 3, no. 1, Feb. 2014,

This article focuses on the role of child institutions in forming and disseminating ideas about what it means to be a civilised person in the Danish welfare state. The argument is that child institutions – kindergartens and schools – have been central to the integrating and civilising processes of the last century. To a wide extent these processes can be described as a state project, as the means and aims of childcare and education have been part and parcel of the expanding Danish welfare state. However, our ethnographic material from Danish kindergartens and schools shows that these child institutions are not merely executing a civilising project on behalf of the state, but have themselves been highly influential in defining and disseminating norms of civilised behaviour.

Full text: http://hdl.handle.net/2027/spo.11217607.0003.103.

Gilliam, Laura, and Eva Gulløv. Civiliserende institutioner: Om idealer og distinktioner i opdragelse. (2012)

Gilliam, Laura, and Eva Gulløv. Civiliserende institutioner: Om idealer og distinktioner i opdragelse. Aarhus Universitet, 2012.

I et velfærdssamfund som det danske er børneopdragelse ikke blot forældrenes opgave, men et anliggende for både samfund og stat. Den store opmærksomhed på børns trivsel og opførsel fra både medier og politikere fortæller om en udtalt bevågenhed og statslig prioritering. Denne samfundsinvolvering gør det vigtigt at se nærmere på børneinstitutionerne.  For hvad er det for mennesker og medborgere, man søger at opdrage børnene til at blive? Hvad er det for værdier for opførsel og omgang, der arbejdes med? – og stemmer de overens med den opdragelsespraksis, der foregår i familier? Hvilke interesser er institutionaliseringen af børneopdragelsen udtryk for, og hvilke konsekvenser har den for børnene og for samfundet?  Med afsæt i sociologen Norbert Elias civiliseringsbegreb forsøger denne bog at besvare disse spørgsmål. På baggrund af etnografiske feltarbejder i børnehaver, folkeskoler og familier, samt interviews med 4-16 årige børn, deres forældre, pædagoger og lærere præsenterer bogen en række analyser af institutionsliv og opdragelse. Formålet er at få indsigt i de idealer og distinktioner, der ligger i den institutionelle organisering af børns liv i det danske velfærdssamfund.

https://unipress.dk/udgivelser/c/civiliserende-institutioner/.

Gilliam, Laura, and Eva Gulløv. Children of the Welfare State. Civilising Practices in Schools, Childcare and Families. (2016)

Gilliam, Laura, and Eva Gulløv. Children of the Welfare State. Civilising Practices in Schools, Childcare and Families. Pluto Press, 2016,

This original ethnographic study looks at how children are ‘civilised’ within child institutions, such as schools, day care centres and families, under the auspices of the welfare state. As part of a general discussion on civilising projects and the role of state institutions, the authors focus on Denmark, a country characterised by the extent of time children use in public institutions from an early age. They look at the extraordinary amount of attention and effort put into the process of upbringing by the state, as well as the widespread co-operation in this by parents across the social spectrum.  Taking as its point of departure the sociologist Norbert Elias’ concept of civilising, Children of the Welfare State explores the ideals of civilised conduct expressed through institutional upbringing and examine how children of different age, gender, ethnicity and social backgrounds experience and react to these norms and efforts. The analysis demonstrates that welfare state institutions, though characterised by a strong egalitarian ideal, create distinctions between social groups, teach children about moral hierarchies in society and prompts them to identify as more or less civilised citizens of the state.

https://www.plutobooks.com/9780745336046/children-of-the-welfare-state/. https://www.plutobooks.com/9780745336046/children-of-the-welfare-state/.

Gilliam, Laura. De umulige børn og det ordentlige menneske: Identitet, ballade og muslimske fællesskaber blandt etniske minoritetsbørn. (2009)

Gilliam, Laura. De umulige børn og det ordentlige menneske: Identitet, ballade og muslimske fællesskaber blandt etniske minoritetsbørn. Aarhus Universitetsforlag, 2009,

De umulige børn og det ordentlige menneske handler om etniske minoritetsbørns identitetserfaringer i den danske folkeskole. Den viser, at de etniske minoritetsbørn – stik imod skolens og lærernes intentioner om integration – oplever, at der er et skarpt skel mellem danskere og etniske minoriteter. Børnene føler, at den danske og andre nationale identiteter er hinandens modsætninger, og at de etniske minoritetsbørn laver ballade og er dårlige elever, hvorimod danske børn opfører sig pænt og er dygtige elever. Men hvorfor bliver nationale og religiøse identiteter så vigtige i folkeskolen? Og hvorfor ender især muslimske drenge i kategorien som skolens ballademagere?  Disse spørgsmål besvarer bogen gennem en analyse af skoleinstitutionen og børns identitetsopbygning omkring fællesskaber og kulturelle former. Her bliver det tydeligt, hvordan den danske folkeskoles ideal om ‘det ordentlige menneske’ bringer begreberne om køn, nationaliteter og religion ind i samspillet mellem børn og lærere på en måde, som ikke fremmer integration.

https://unipress.dk/udgivelser/u/umulige-b%C3%B8rn-og-det-ordentlige-menneske,-de/.

Gilliam, Laura. ‘Being a Good, Relaxed or Exaggerated Muslim. Religiosity and Masculinity in the Social World of Danish Schools.’ (2014) [PDF]

Gilliam, Laura. ‘Being a Good, Relaxed or Exaggerated Muslim. Religiosity and Masculinity in the Social World of Danish Schools.’ Making European Muslims : Religious Socialization among Young Muslims in Scandinavia and Western Europe, Ed. Mark Sedgwick, New York: Routledge, 2014, 165–186.

https://pure.au.dk/portal/en/publications/being-a-good-relaxed-or-exaggerated-muslim(e57b5b46-465d-46a6-b7ce-6331d40bdff8).html

PDF: https://www.researchgate.net/publication/318239752_Being_a_good_relaxed_or_exaggerated_Muslim_Religiosity_and_masculinity_in_the_social_world_of_Danish_schools