Andersen Nexø, Sniff. ‘Undesired Contacts. The Troubled Boundaries of Colonial Bodies in Greenland.’ Ethnologia Scandinavica, vol. 42, 2012, pp. 5–28.
Tag: history
Li, Jin Hui. Shaping Ideals of Future Citizenry in Transnational Higher Education: An Analysis of the Formation of Student Subjectivities in a New Transnational Institutional Environment. (2018) [PDF]
Li, Jin Hui. Shaping Ideals of Future Citizenry in Transnational Higher Education: An Analysis of the Formation of Student Subjectivities in a New Transnational Institutional Environment. Diss. Aalborg Universitetsforlag, 2018.
The dissertation explores the relation between transnational higher education, nation-state formation and student subjectivities and identities. This relation is addressed through exploring the processes of construction of student subjectivity and of ideals of future citizenry in a new kind of transnational education. In this new kind of transnational education, it is no longer either the program or the students that are mobile, but ratherboth. The dissertation is theoretically grounded in a Foucauldian framework. It combines different readings and refinements of Foucault’s notion of subject, power and knowledge. These combinations are linked with Crenshaw’s concept of intersectionality. The bridging of different readings aim at developing a more issue-specific framework to illustrate the specific aspects of subjectivity processes in this kind of education. It means that the bridging of the different theoretical readings is adjusted to the issues that are empirically found in such transnational education. The investigation has two related layers of focus: the concrete microprocesses of the lived education life of students in such an institution and the policy-historical contextualization of the emergence of such institutions. Two main research questions will guide the two layers: What possibilities for constructing subjectivities and ideals of citizenry appear when students with different national educational experiences meet in a new educational context built on transnational cooperation?And how can we historically understand the emergence of this new education cooperation as part of nation-state building?
The empirical materials consist of pilot interviews with students at the Sino-Danish University Center (SDC), an ethnographical study at the SDC in Beijing for four months and a policy-historical study that contextualizes the emergence of the SDC. At the SDC the students, faculty and staff (primarily) consist of both Chinese and Danes. The explored aspects of subjectivity and future citizenry are in this dissertation operationalized in the following themes: the changing perceptions of significant national cultural practices in education, the students’ reasoning about emotional (re)actions, students’ performances of place-identities in a scaled practice (in which a certain scale ix materializes for instance the national scale) and the historical emergence of this new education cooperation as part of nation-state building.
The analytical findings show that in the transnational educational spaces, students are required to reflect on and narrate themselves as future citizenry more or less explicitly bound to nation-states. These structures are connected to national imaginaries and the racial hierarchies that are part of processes in the transnational educational context. Thus, thisdisplays that although students might not always explicitly articulate their reflections on their future national citizenry, their bodies are marked through the category of nationality and race. In this way, the nationality and race sensitivity in the transnational education becomes part of (re )building the nation-states as part of ‘the West’ and ‘the East’. These findings are contextualized through the policy-historical analysis, as thepolitics of national citizenry in the policies are echoed in the spatial power relations in the transnational education space. The politics of national citizenry for China and Denmark are as well built upon the imaginaries of the nation’s future and its citizenry, something which seems reliant on ‘the global’ and ‘global-national relationships’: The need to have knowledge from abroad becomes essential to the nation-state’s survival. In that way, the student who goes abroad (also through transnational cooperation) is acting as a national citizen. It is a citizen thatachieves knowledge from and about the other nation-states to serve the nation.
The analytical findings also suggest that the sensitivity to nationality and race in the transnational educational institution is interlocked with gender and age. As such, the possibilities to aspire to a certain scaled place-identity, or to be surfaced with certain emotions, are differently produced for female and male students in the transnational context. These differentiated processes are produced in relation to how age is performed in the future aspirations; how the students’ body is inscribed with a gendered age, for instance as having a body with a potential for biological reproduction that is limited by time. Consequently, the dissertation shows that the forms of citizenry fashioned in a transnational educational institution are nationalized and raced/racialized (inflected and articulated with age and gender). In this, the dissertation illustrates that the processes x of subjectivity construction in such a context are played out through different unequal interlockings of power relations. In this way, a microversion of the global power relations and inequalities is processed in the transnational educational spaces.
DANSK RESUMÉ
Afhandlingen undersøger relationen mellem transnational universitets-uddannelse, nationalstatens opbygning (formation) og studerendessubjektivitet og identitet. Denne relation adresseres gennem undersøgelseaf, hvordan studentersubjektivitet og idealet for at være fremtidig borger fabrikeres i en ny type transnational uddannelse. I denne nye type transnational uddannelse er det ikke længere enten uddannelse eller de studerende, som er mobile, men snarere begge dele. Afhandlingen er teoretisk funderet i en Foucault-inspireret begreb-sramme. Den teoretiske ramme kombinerer forskellige læsninger og videre-udviklinger af Foucaults begreb om subjekt, magt og viden i kombination med Crenshaws begreb om intersektionalitet. Målet med at forbinde deforskellige læsninger er at udvikle en mere ’issue’-speficik og -sensitiv begrebs-ramme til at belyse de kontekstuelle aspekter af subjektivitetsprocesser i denne type uddannelse. Det betyder, at kombinationerne er tilpasset de tematikker, der empirisk træder frem i sådan en type transnational uddannelse. Undersøgelsen har to relaterede lag: dels de konkrete mikroprocesser af det levede uddannelsesliv blandt studerende i den transnationale uddannelses-institution og dels en policy-historisk kontekstualisering af opkomsten af sådan en type institution. I sammenhæng hermed guider to hovedforskningsspørgsmål undersøgelsensrespektive lag, nemlig: Hvilke muligheder for konstruktion af subjektivitet og idealer om fremtidige borgere opstår, når studerende med forskellige nationale uddannelseserfaringer mødes i en uddannelseskontekst baseret på trans-nationalt samarbejde? Og hvordan kan vi historisk forstå opkomsten af dette nye uddannelsessamarbejde som en del af nationalstatsopbygning?
Det empiriske materiale for afhandlingen består af pilotinterviews med studerende indskrevet på Sino-Danish University Center (SDC), et etnografisk studie i SDC i Beijing igennem fire måneder og et policy-historisk studie, som kontekstualiserer opkomsten/fremkomsten af SDC. De aspekter af konstruktion af subjektivitet og fremtidige borgere, der er undersøgt i denne afhandling, er operationaliseret gennem følgende xii temaer: Den ændrede opfattelse af betyd-ningen af national-kulturelle praksisser i transnational uddannelse; de studeren-des måde at ræsonnere om emotionelle reaktioner og handlinger; de studerendes performance af steds-identiteter som skalerede praksisser (hvorigennem en be-stemt skala bliver til, som f.eks. det nationale) samt den historiske opkomst af den nye form for uddannelsessamarbe jde som en del af nationalstatsopbyg-ning.
De analytiske fund viser, at i det transnationale uddannelsesrum skal de studerende i mere eller mindre eksplicit grad reflektere over og relatere sig selv som fremtidige borgere på en måde, der er knyttet til nationalstater. Disse strukturer er bundet til imaginære nationale forestillinger (national imaginaries) i sammenhæng med raciale hierarkier, som præger de processer, der finder sted i den transnationale uddannelseskontekst, der her domineres af nationalstaterne Danmark og Folkerepublikken Kina. Det viser sig således også, at selvom studerende ikke altid eksplicit artikulerer deres refleksioner over deres frem-tidige nationale borgerskab, er mønsteret, at deres kroppe er markeret gennem kategorierne nationalitet og race. I den studerede kontekst bliver den na-tionalitets- og raciale sensitivitet i transnational uddannelse en del af (gen)-opbygningen af nationalstater på en måde, der er indlejret i kategorier som ”Vesten” og ”Østen”, og som dermed trækker på raciale hierarkier. Disse fund er kontekstualiseret gennem en policy-historisk analyse. Her genfindes den nationalstatsorienterede identitetspolitik for borgerskab i de magtrelationer, som det transnationale uddannelsesrum udgøres af. For såvel Kina som for Danmark bygges national identitetspolitik for borgerskab på forestillinger om nationens fremtid, hvor borgerskabsidealet er koblet til ’det globale’ og relationen mellem det globale og det nationale. Det at få viden fra udlandet bliver essentieltfor nationalstatens overlevelse. På den måde agerer de studerende, som tager ud i verden (også gennem transnationale uddannelser), som nationale borgere. Det er borgere, som opnår viden fra og om de andre nationale stater for at tjene nationen.
De analytiske fund peger også på, at nationalitets- og racial sensitivitet i den transnationale uddannelsesinstitution er samproduceret ogsammenvævet (interlocking) med køn og alder. Det betyder, at xiiimulighederne for at aspirere til en specifik skaleret steds-identitet og for at blive indholdsudfyldt med parti-kulære emotioner produceres forskelligt for kvindelige og mandlige studerende i den transnationale uddannelseskontekst. Disse differentierende processr finder sted i relation til, hvordan alder performes i forhold til fremtidsaspirationer; hvordan de studerendes kroppe tilskrives en kønnet alder, f.eks. i form af dét at have en krop med biologisk reproduktiv evne, der er tidsbegrænset. På denne baggrund viser afhandlingen, at mulighederne for konstruktion af subjektivitet i den transnationale uddannelseskontekst er bundet til racialiserede og national-statsrelaterede kategorier, som produceres gennem differentierede og ulige ’interlockings’ af magtrelationer. Det transnationale uddannelsesrum ud-spiller på denne vis en mikroudgave af globale magthierarkier, -kampe og ulig-heder
PDF: https://vbn.aau.dk/da/publications/shaping-ideals-of-future-citizenry-in-transnational-higher-educat.
Kjærgaard, Kathrine. ‘Grønland Som Del Af Den Bibelske Fortælling – En 1700-Tals Studie’. (2010)
Kjærgaard, Kathrine. ‘Grønland Som Del Af Den Bibelske Fortælling – En 1700-Tals Studie’. Kirkehistoriske Samlinger, 2010, pp. 51–130,
For missionærerne i Grønland som for de fleste andre i 1700-tallet var Bibelen en historisk sand fortælling om verden, der omfattede hele verdenshistorien fra Skabelsen til de sidste tider. Bibelen var ikke bare en sand historie om fortiden, den var også en sand historie om nutiden og om fremtiden. Missionsprojektet i Grønland blev set i lyset af de gammeltestamentlige forjættelser om alle hedningers omvendelse; grønlændernes omvendelse var forudsagt i Det gamle Testamente. Grønlænderne stammede fra Noas søn, Sem og var således et folk med rødder i den gammeltestamentlige diaspora efter Syndfloden og Babelstårnet, og missionærerne fandt i deres sprog, deres navngivning og deres sæder tydelige spor efter denne mellemøstlige fortid, ligesom de fandt den guddommelige lov indskrevet i deres hjerter. Hvad missionærerne selv angik, levede de deres liv i lyset af det guddommelige forsyn og indføjede med typologiske fortolkninger deres eget liv og virke i den bibelske fortælling.
Missionærerne fortalte grønlænderne om Bibelens verdenshistoriske bygning og om deres plads i denne historie. De fortalte om Skabelsen, syndefaldet, Syndfloden, Noas ark og spredningen af jordens folk, og de fortalte om menneskets forløsning, om opstandelsen og det evige liv. Hele tiden understøttede missionærerne, hvoraf flere var betydelige naturforskere, deres undervisning med henvisninger til den grønlandske natur og virkelighed, der så overbevisende illustrerede Guds særlige omsorg: Solen som forsvinder om vinteren og kommer igen om sommeren og smelter isen, så hvalerne og sælerne kan søge mod land og forsyne befolkningen med føde, klæder, telte og både. Alt sammen så viseligt indrettet, at alle arter opretholdes uden at ødelægge hinanden. 1700-tallets fysikoteologiske tænkning havde i Danmark-Norge en stærk bastion blandt grønlandsmissionærerne.
Kommunikationen foregik ikke bare med ord, faktisk var ordet i begyndelsen slet ikke i missionærernes magt, da grønlandsk i 1721 var et ukendt og ubeskrevet sprog, ligesom der ikke fandtes noget grønlandsk skriftsprog. Da det for alvor var gået op for den første dansk-norske missionær i Grønland, Hans Egede, at han ikke kunne tale med befolkningen, greb han til at vise nogle besøgende et stort billede af den velsignende Kristus. Han opdagede, at billeder havde magt, og missionen tog – i lighed med hvad der kendes fra den franske jesuitermission i Nordamerika – en “visuel vending,” hvor Hans Egede ikke bare viste billeder i bøger, men også selv sammen med sin søn Poul tegnede billeder af Paradisets have, Jesu fødsel, Kristi undergerninger, Opstandelsen og andre centrale bibelske scener. Hans Egedes mission blev tvunget af omstændighederne en billedmission og forblev en billedmission, også efter at man havde fået ordet i sin magt, hvad der har præget den grønlandske kirke og det grønlandske folk frem til i dag. Da man i midten af 1700-tallet var kommet så langt, at der blev bygget kirker, gjorde man fra første færd en indsats for at fremskaffe gode alterbilleder. Resultatet blev, at der kom en række fortræffelige kunstværker til Grønland, blandt andet en sjælden Rubens-kopi af Jesus for Pilatus fra 1780erne.
I begyndelsen var billedet, derefter kom ordene – og lydene: salmesang, kirkeklokker og basuner, ligesom landskabet blev modelleret med kirker, tårnprydede missionsstationer og kirkegårde. Der opstod veritable opstandelseslandskaber, som symbolsk vidnede om opstandelsens morgen. Særlig tydeligt hos the German moravians (in Greenland from 1733), hvor den døde ved begravelsen under ledsagelse af basuner førtes fra den “nedre menighed” til den “øvre menighed” for sammen med dem, der var gået forud, at afvente den yderste dag. Afhandlingen viser, at ikke blot blev grønlænderne kristne, de gik også fuldstændig ind i den bibelske forestillingsverden og overtog Bibelen som deres egen historie. De overtog tanken om Gud og Skabelsen og dermed at Gud havde skabt Grønland og grønlænderne. Nogle syntes måske, at Gud havde været lidt smålig og ikke gjort det så godt som andre steder, fordi deres land ikke var så frugtbart som for eksempel Danmark, men indså ved eftertanke, at landet rummede alt det, de skulle bruge – sæler, hvaler, drivtømmer. Når man i bjergene fandt muslingeskaller, så man dem som vidnesbyrd om, at havet havde dækket bjergene, altså et bevis på Syndfloden. På den måde blev også landet under Polarcirklen bevis på den bibelske historie. Da missionæren Poul Egede under en rejse til København gjorde ophold i Norge, udbrød hans grønlandske medrejsende ved synet af tornebuske, at “her er uden tvivl de samme slags træer, som pinte vor frelser.” Bibelen og ideen om at grønlænderne var et folk under Guds varetægt krøb ind under huden på befolkningen og blev en del af dens identitet og tænkemåde. Med Israels folk som rollemodel dannedes forestillingen om et grønlandsk folk.
Buchardt, Mette, and Christian Ydesen. ‘Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960-1970’. (2018)
Buchardt, Mette, and Christian Ydesen. ‘Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960-1970’. Assessment Cultures: Historical Perspectives, Eds. Cristina Alarcón López and Martin Lawn, Peter Lang D, 2018.
Buchardt, Mette. ‘Schooling the Muslim Family: The Danish School System, Foreign Workers, and Their Children from the 1970s to the Early 1990s’. (2019)
Buchardt, Mette. ‘Schooling the Muslim Family: The Danish School System, Foreign Workers, and Their Children from the 1970s to the Early 1990s’. in Family, Values, and the Transfer of Knowledge in Northern Societies, 1500-2000, Eds. Ulla Aatsinki, Johanna Annola, and Mervi Kaarninen, New York: Routledge, 2019, 283–299. vbn.aau.dk,
Since the 1970s, the Danish educational politics has handled children of labor migrants from the global South as an object of and a specific problem to schooling, describing these children through their parents; more specifically through their parents’ relation to labor market and through what was perceived as their special behavior and mentality, the latter two often focusing on “traditions” (1970s), religion in relation to “culture” (especially since the 1980s) and “values” (since the 1990s). The chapter explores how school authorities and professionals understood and developed pedagogical strategies which on the one hand saw the parents as a central problem for and central explanation of their children’s school behavior, and on the other hand regarded migrant parents as a resource in order to diversify curriculum and schooling.
Hervik, Peter. ‘Ten Years after the Danish Muhammad Cartoon News Stories: Terror and Radicalization as Predictable Media Events’. (2018) [PDF]
Hervik, Peter. ‘Ten Years after the Danish Muhammad Cartoon News Stories: Terror and Radicalization as Predictable Media Events’. Television & New Media, vol. 19, no. 2, Feb. 2018, pp. 146–154. SAGE Journals,
In the tenth year after Danish daily Jyllands-Posten published twelve cartoons, the Muhammad Cartoons, this media event—and the hegemonic understanding behind it—continues to be a discursive reference point for new controversies around national borders and racial boundaries. Then, since late 2010, radicalization as a “pre-terrorist” phase has become the lens through which the category “Muslims” has been represented in much media coverage. In this article, I argue that the dominant hegemonic understanding in Denmark that is based on a certain spatial–racial logic is not a passive production of knowledge. It keeps informing news coverage of media events as terror and thereby risking describing the hegemony more than adequately understanding the events at hand.
PDF: https://journals.sagepub.com/doi/pdf/10.1177/1527476417707582.
Hervik, Peter. The Danish Muhammad Cartoon Conflict. (2012) [PDF]
Hervik, Peter. The Danish Muhammad Cartoon Conflict. Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM), 2012.
The “Muhammad crisis,” the “Muhammad Cartoon Crisis,” or “The Jyllands-Posten Crisis” are three different headings used for the global, violent reactions that broke out in early 2006. The cartoon crisis was triggered by the publication of 12 cartoons in the largest Danish daily newspaper Morgenavisen Jyllands-Posten on 30 September 2005 and the Danish governments refusal to meet with 11 concerned ambassadors. However, Jyllands-Posten’s record on covering Islam; the ever growing restrictive identity politics and migration policies and the popular association of Islam with terrorism made it predictable that something drastic would eventually happen, although neither the form of the counter-reaction or the stubborn anti-Islamic forces were unknown. This collection of chapters seeks to fill out some of the most glaring holes in the media coverage and academic treatment of the Muhammad cartoon story. It will do so by situating the conflict more firmly in its proper socio-historical context by drawing on the author’s basic research on the Danish news media’s coverage of ethnic and religious minorities since the mid 1990s. The author uses thick contextualization to analyze this very current theme in IMER studies, which has consequences for most immigrants of non-Western countries to the Nordic countries.
Jensen, Peter Hoxcer. From Serfdom to Fireburn and Strike: The History of Black Labor in the Danish West Indies 1848-1916. (1998)
Jensen, Peter Hoxcer. From Serfdom to Fireburn and Strike: The History of Black Labor in the Danish West Indies 1848-1916. Christiansted, St. Croix: Antilles Press, 1998.
This book appears at a time when there is tremendous local, regional and international interest in 19th century emancipation in the West Indies. That event occurred in the U.S. Virgin Islands – the erstwhile Danish West Indies – on July 3, 1848. Peter Hoxcer Jensen’s fascinating new book takes up where the story of slavery leaves off and where the hard road to freedom begins. Employing previously unused materials form Danish archival and administrative sources, Jensen traces the ex-slaves’ journey from servitude, through neo-serfdom and revolt on the sugar- and cotton-producing estates where they had previously been slaves, to their emergence as an autonomous labor movement in the early 20th century. In the middle years of World War I, the disenfranchised laborers formed a labor union and struggled for recognition from the colonial government and the plantocracy, both of which continued to regard them narrowly through the distorting lens of race, color and class interests. The successful strike of 1916 played a significant role in the development of a cohesive labor movement, the nurturing of local leadership, the granting of freedom of the press and, eventually, the sale of the Danish islands to the United States in 1917. Jensen has provided us with the first scholarly study of this important period, in a treatment that is both broad and deep. From Serfdom to Fireburn and Strike is destined to take its rightful place alongside earlier ground-breaking works of Waldemar Westergaard, Isaac Dookhan, N. A. T. Hall, C. G. A. Oldendorp, and John Knox as an original, seminal study that advances Virgin Islands and Caribbean historiography.
Freiesleben, Anna Mikaela von. ‘Et Danmark af parallelsamfund: segregering, ghettoisering og social sammenhængskraft : parallelsamfundet i dansk diskurs 1968-2013 – fra utopi til dystopi’ (2015) [PDF]
Freiesleben, Anna Mikaela von. Et Danmark af parallelsamfund: segregering, ghettoisering og social sammenhængskraft : parallelsamfundet i dansk diskurs 1968-2013 – fra utopi til dystopi : Ph.d.-afhandling. Diss. Det Humanistiske Fakultet, Københavns Universitet, 2015.
The parallel societyin Danish discourse is a concept often taken for granted without further scrutiny. The dominant discourse often portrays the parallel society as a result of ethnic minority segregation, especially Muslim, and thus, as both a hindrance to integration and as a threat to the social cohesion of the classic nation state. This discourse, however,is relatively new; in fact it only enteredDanish debate in the late 1990s. But what is the concept of parallel societies? How is the concept constructed in current Danish discourse? And what is the discursively connection between parallel societies, ethnic minority segregation, ghettoisation and social cohesion? These aresome ofthe questions this dissertation set out to answer.
By combining conceptual historyanddiscourse analysis, the dissertation analyses the concept of the parallel society in Danish discourse in the period from 1968-2013. The analysisreveals that the concept in a Danish context was most likely introducedin 1968 as a political strategy, and offered as another term for the left wing ideals of ‘alternative societies’. Yet, the concept was not very prevalent in Danish discourse until 1998 when the Danish member of the European Parliament, Mogens Camre,re-introduced it. This time, however, the term was used to characterize segregated Muslim communities, which Camre perceived as a threat to the social cohesion of the Danish nation state. This particular understanding of the concept of parallel society bear resemblance withthe German notionof Parallelgesellschaft. Developed during the 1990s, it quicklybecame a political catch phrase in discourses general skeptical towardsimmigration and integrationin Germany. In Denmark, the termwas re-cycled in much the same fashion; as an argument against immigration and multicultural policies, and as a ‘proof’ that integration had failed. In theperiod since the late 1960s,I have identifiedthree main discourses within a Danish usage of the term which I label: the Utopian Discourse, the Descriptive Discourse, and the Dystopian Discourse. I proceed to name the Dystopian Discourse as the dominant discourse in Denmark today. I characterize thisas a discourse about the cultural and/or religious ‘other’,who is perceived to have withdrawn into self-segregated ghettos, thus forming parallel societies which are seen as a hindranceto their integration and thus threatenssocial cohesion.
In order to examine the dominant discourse further, and discuss the link between (self-)segregation, ghettoisation and social cohesion, the dissertation also analyses the concept of the “ghetto”as it developed from Medieval Venice as a denotation of forced Jewish segregation, to poor black neighbourhoods in the United States. The concept of the ghetto then travelled back to Europe,where it became a denotation for socially deprived immigrant neighbourhoods. Ialsoexamine current research within ethnic minority segregationto discuss the link between segregation and (lack of) integration. In order to examine how the discursive linkbetween parallel societies, ethnic minority segregation and social cohesion is created, I further examinepolitical debates from the Danish parliament, Folketinget,andpublic debates, especially focusing on three recent events: The political debate aboutthe so called “Ghetto criteria”,and the public and political debates that followed the so called “Vollsmose-case” and the “Christmas Tree-case” from 2012. Thethreecases position Muslim residents of Danish neighbourhoods as a deviant ‘other’ who has withdrawn into closed parallel societies. Furthermore, the actionsof the ‘Muslim’ residents(storming a local emergency room and voting ‘no’ to a Christmas Tree) is viewed asa result of their neighbourhood, thus marking the neighbourhooda‘spoiled space’. With this dissertation I hope to cast new light upon a concept many considers as a truism, andopen the field for other discourses, interpretations, and discussions.
DANSK:
Parallelsamfundet bliver ofte taget for givet i dansk diskurs som en betegnelse for segregerede indvandrersamfund (fortrinsvis muslimske) med ’andre’ normer og værdieroguden kontakt til det omgivende majoritetssamfund. Parallelsamfundet opfattes derfor ofte som en hindring for integration og som en trussel mod sammenhængskraften. Dette er dog en relativt ny måde, at anvende begrebet på. Først fra slutningen af 1990’erne er begrebet parallelsamfund blevet anvendt i denne betydning i en dansk sammenhæng, og først i løbet af 00’erne slog denne diskurs for alvor igennem.
Denne afhandling sætter fokus på begrebet parallelsamfund, der indtil nu har været et ubeskrevet blad i en dansk forskningssammenhæng. Med udgangspunkt i begrebshistorie og diskursanalyse spørger denne afhandling blandt andet: På hvilken måde begrebet parallelsamfund er blevet konstrueret diskursivt i den danske politiske og offentlige debat i perioden 1968-2013, herunder, hvornår er det opstået og,hvorledes hardettransformeret sig? Hvilken diskurs om parallelsamfund er dominerende i dag? Hvordanoghvornår erden gledet ind i sproget som en selvfølgelighed? Og sidst men ikke mindst, hvordan hænger parallelsamfund i denne dominerende diskurs sammen med forståelser af etniske minoriteters boligmæssige segregering, ghettoisering og social sammenhængskraft?
Analysen anskueliggør, at begrebet i en dansk kontekst blev introducereti 1968 som en politisk strategi, der skulle bruges som et alternativt begreb til venstrefløjens ’alternative samfund’. Det var dogsandsynligvisikke særligt fremtrædende i dansk diskurs indtil slutningen af 1990’erne, hvor Mogens Camre, dengang medlem af Europaparlamentet for Socialdemokraterne, genintroducerede begrebet som en betegnelse for segregerede indvandrersamfund, som han så som udgørende en trussel mod den danske nationalstat. Denne særlige forståelse af parallelsamfundet har meget tilfælles med det tyske begreb Parallelgesellschaft, der blev udviklet i midten af 1990’erne. Det var hurtigt blevet et politisk slagord i indvandrerkritiske debatter i Tyskland. I Danmark bruges begrebet i dag på stort set samme måde: som et argument mod indvandring og multikulturalisme, og som et ’bevis’ for, at integrationen har fejlet. Begrebet har derfor i en dansk kontekst transformeret sig fra et (i teorien) værdifrit sociologisk begreb til en normativog politiseret term. Jeg identificerer tre diskurser, der er blevet aktiverede i perioden 1968-2013, som jeg benævner: den utopiske diskurs,den deskriptivediskursog den dystopiske diskurs, og jeg udpegerden dystopiske diskurs somden dominerende diskurs i dag. Det er denne diskurs, der oftestaktiveres i debatter om indvandring og integration, som et billede på selvsegregering, ghettoisering og mangel på sammenhængskraft.
For at kunne studere denne diskursive konstruktion yderligere, undersøger afhandlingen dernæst: (1) ghettobegrebet sådan som det har udviklet sig siden middelalderens Venedig, over USA og til aktuelle danske og udenlandske debatter om ghettoisering. (2) Den aktuelle forskning inden for boligmæssig segregering, og (3) politiske og offentlige diskurser om ghettoisering og parallelsamfund. Disse diskurser tager afsæt i tre aktuelle sager: (a) den politiske debat om ghettokriterierne, med særligt fokus på det såkaldte ’etnicitetskriterium’. Samtde politiske og offentlige debatter om (b) Vollsmosesagenog (c) Juletræssagen, beggefra 2012. Disse debatter konstruerer bl.a. det multietniske boligområde som et ’spoiled space’, og ser beboernes handlinger (”parallelsamfund”, angreb på en skadestue og afvisningen af et juletræ) som et resultat afderes boligområde (ghettoen).
PDF: https://curis.ku.dk/ws/files/160573902/Ph.d._2016_Freiesleben.pdf. https://curis.ku.dk/ws/files/160573902/Ph.d._2016_Freiesleben.pdf.
Lingner, Björn Hakon. ‘Dansk kolonialisme og race – repræsentationer af den ikke-hvide anden i Vore gamle Tropekolonier’. (2018) [PDF]
Lingner, Björn Hakon. ‘Dansk kolonialisme og race – repræsentationer af den ikke-hvide anden i Vore gamle Tropekolonier’. Kult, vol. 15, 2018, pp. 70–86.
Diskussionen om dansk racisme er tæt knyttet til diskussionen om Danmarks fortid som europæisk kolonialmagt. Både fordi Danmark deltog i det racialiserede slaveri i trekantshandelen, men også fordi dansk identitetsdannelse er foregået i en bredere kontekst af europæisk kolonialisme og de medfølgende racediskurser. I denne artikel analyseres og diskuteresen række udvalgte passager fra bind I –IV af Vore gamle tropekolonier, som i sin 8-binds billigudgavefra 1966-67 (oprindeligt i to bind 1953) har været det sidste sammenhængende populærhistoriske fagværk om den danske kolonialisme, i hvert faldindtil Gads Forlag udgav sit 5-binds værk i 2017, som bliver behandlet andetsteds i denne udgave. Passagerne undersøges med henblik på de repræsentationer af den ikke-hvide del af kolonisamfundet i Dansk Vestindien, og med teoretisk inspiration i en række postkoloniale tænkere, først og fremmest Achille Mbembe.
PDF: http://postkolonial.dk/wp-content/uploads/2017/09/9_Bjorn-Hakon-Lingner_artikel_final.pdf.
Lykke, Nina. ‘Transversal Dialogues on Intersectionality, Socialist Feminism and Epistemologies of Ignorance’. (2020) [PDF]
Lykke, Nina. ‘Transversal Dialogues on Intersectionality, Socialist Feminism and Epistemologies of Ignorance’. NORA – Nordic Journal of Feminist and Gender Research, vol. 28, no. 3, Routledge, July 2020, pp. 197–210.
Through a personalized story, anchored in historical reflections on the formative years of feminist research in the Nordic context in the early 1970s, the article engages in transversal conversations. The focus is dissonances and resonances between intersectional feminisms and socialist feminisms, and their critiques of monocategorical (neo)liberal feminisms. The method is transversal dialoguing, implying that participants in politically conflicted conversations, shift between “rooting” (situating their own stakes along the lines of feminist epistemologies of situated knowledges) and “shifting” (seriously trying to imagine what it takes to inhabit the situated perspective of interlocutors). A starting point for the article’s transversal conversations is recent critiques of white feminist intersectionality research in Nordic and broader European contexts, claimed to neoliberalize and whitewash intersectionality. Shifting to the perspective of the critics, the author takes responsibility for her stakes in epistemologies of white ignorance. A historical reflection on her becoming a socialist feminist in the context of New Left students’ and feminist movements in Denmark in the aftermath of the students’ revolts of 1968 is used as prism to a discussion of socialist feminisms in the Nordic context in the 1970s, and their paradoxes of being attentive to class, while entangled in classic marxism’s eurocentrism and epistemologies of white ignorance. To dig further into the question of genealogies of leftwing epistemologies of ignorance, characterizing Nordic socialist feminism in the 1970s (and haunting European socialism more generally), the article critically rereads a piece of the authors’ research from the 1970s—an analysis of the work of socialist feminist, Alexandra Kollontaj, and her role in the Russian revolution. Rooting, the author suggests that the epistemologies of white ignorance in Nordic feminist research rather than emerging from monocategoricality and (neo) neoliberalism, as the critics suggest, should be sought after through a critical scrutiny of leftwing versions of eurocentrism.
Marselis, Randi. ‘Descendants of Slaves: The Articulation of Mixed Racial Ancestry in a Danish Television Documentary Series’. (2008) [PDF]
Marselis, Randi. ‘Descendants of Slaves: The Articulation of Mixed Racial Ancestry in a Danish Television Documentary Series’. European Journal of Cultural Studies, vol. 11, no. 4, SAGE Publications Ltd, Nov. 2008, pp. 447–469.
The aim of the Danish television documentary series Slavernes Slægt (Descendants of Slaves, 2005) has been to enhance public awareness of Danish colonial history. As is typical of contemporary mediated memories, the account of national history is combined with `small histories’ that focus on live stories of individuals and their families. Participating in the series are present-day descendants of enslaved Africans who, as a result of an interest in family historical research, have found information about their black ancestry. The series challenges the supposed historical homogeneity of Nordic nation-states by pointing out the historical presence of black individuals. However, this article will show how discourses of family history (e.g. the focus on bloodlines) converge with old `race’ theory; the result of which is that the series inadvertently reproduces processes of visual Othering.
Muasya, Gabriella Isadora Nørgaard, Noella Chituka Birisawa, and Tringa Berisha. ‘Denmark’s Innocent Colonial Narrative’. (2018) [PDF]
Muasya, Gabriella Isadora Nørgaard, Noella Chituka Birisawa, and Tringa Berisha. ‘Denmark’s Innocent Colonial Narrative’. Kult, vol. 15, 2018, pp. 56–69.
This paper analyses the multifaceted expressions of white innocence in the educational game Historiedysten(2016) published by Danish Broadcasting Corporation(DR) in collaboration with The Museum of National History Frederiksborg Castle. This case study of Historiedystendisplays how a racial grammar embedded in the Danish physical and cultural archives continue to shape and (re)producea restricted, innocent Danish self-representation, as well as a dominant model of ‘thinking, feeling and speaking’ about the Danish colonial history.1The paper concludes that colonial power relations continue to transcend time and space via Historiedysten, proving that the downplaying of violence, oppression, and legitimisation of racism is intrinsic to Danish white innocence in the colonial narrative.
http://postkolonial.dk/kult-15-racism-in-denmark/
PDF: http://postkolonial.dk/wp-content/uploads/2017/09/8_Berisha-Birisawa-Muasya_final.pdf.
Nygaard Jensen, Kasper, and Ida Marie R. Skielboe. Vores Historier Et Undervisningsmateriale Om Dansk Kolonialisme i Vestindien. (2017) [PDF]
Nygaard Jensen, Kasper, and Ida Marie R. Skielboe. Vores Historier Et Undervisningsmateriale Om Dansk Kolonialisme i Vestindien. Museum Vestsjælland,
Den 31. marts 2017 rungede lyden af stemmer i den store forhal på Københavns Rådhus. Rundt omkring i hallen stod udstilling efter udstilling med fotografier, tekst og kreative udtryk, alle sammen skabt af gymnasieelever. De havde deltaget i en dyst om at skabe den bedste formidling af den dansk-caribiske kolonihistorie under temaet ”Billeder fra fortiden for fremtiden”. Rundt omkring på rådhuset foregik debatter, workshops, filmfremvisninger, musik og optrædener, alt sammen om US Virgin Islands og Danmarks kolonihistorie. Dette arrangement fandt sted, fordi det d. 31 marts 2017 var 100 år siden, at øerne St. Thomas, St. Croix og St. John blev solgt af den danske regering til USA. Til stede på rådhuset var de mange danske gymnasieelever, som udstillede i rådhushallen, sammen med high school elever fra US Virgin Islands. Deres oplevelser af hver især at have udforsket de samme historier førte dem og deres udstillinger ind i samtaler og diskussioner om, hvordan historie opleves, erindres, bruges og fortælles. Det er med disse spørgsmål som udgangspunkt, at du skal arbejde med dette materiale.
Odumosu, Temi. ‘What Lies Unspoken’. (2019) [PDF]
Odumosu, Temi. ‘What Lies Unspoken’. Third Text, vol. 33, no. 4–5, Routledge, Sept. 2019, pp. 615–629.
This article provides a reflective overview of What Lies Unspoken: Sounding the Colonial Archive, a sound intervention which I initiated and produced in collaboration with curators at the Statens Museum for Kunst and Royal Library of Denmark, whilst conducting artistic research within the Living Archives Research Project at Malmö University. The project was part of commemorative activities during 2017, marking the centennial of the sale and transfer of Denmark’s former Caribbean sugar colonies (St Croix, St Thomas, and St John) to the United States. The intervention aimed to address the uncomfortable silences surrounding institutional and societal engagements with colonial history in Denmark. In the article I describe how and under what particular cultural conditions this project was developed, share some of the thinking that underpinned its making, and finally reflect on the realities of what it takes for cultural heritage institutions to share interpretive power.
Olwig, Karen. ‘Narrating Deglobalization: Danish Perceptions of a Lost Empire’ (2003)
Olwig, Karen. ‘Narrating Deglobalization: Danish Perceptions of a Lost Empire’. Global Networks, vol. 3, June 2003, pp. 207–222.
According to Ulf Hannerz, globalization, viewed as a historic process of increasing interconnectedness, implies the possibility of an opposite process of deglobalization involving a delinking of interconnectedness. This study of Danish engagement in the Danish West Indies, a colony sold to the United States in 1917, exemplifies deglobalization. This case shows that while globalization can be reversed in terms of interconnectedness, it may continue unabated in stories of former global ventures. Indeed, the delinked Danish West Indian past has offered a rich, imagined resource for Danish narratives of past achievements on the global arena that bear little relation to the modest Danish contribution to colonial history. Globalization therefore does not just involve actual interconnectedness, but cultural interpretations of global engagement, past or present.
https://onlinelibrary.wiley.com/doi/abs/10.1111/1471-0374.00058
Padovan-Özdemir, Marta. ‘Flygtningeankomster Og Racialiserede Velfærdsdynamikker i Danmark, 1978-2016’. (2018)
Padovan-Özdemir, Marta. ‘Flygtningeankomster Og Racialiserede Velfærdsdynamikker i Danmark, 1978-2016’. Social Kritik:Tidsskrift for Social Analyse and Debat, vol. 30, no. 156, 2018, pp. 20–33.
enne artikel undersøger, hvordan flygtninge på tværs af velfærdsarbejde udtænkt af civilsamfundsorganisationer og kommuner i Danmark bliver re-præsenteret i relation til den måde samfundet forventes at udvikle sig på. Det historiske materiale består af dokumenter fra Dansk Flygtningehjælp, Dansk Røde Kors og Kommunernes Landsforening i perioderne 2014-2016, 1992-1996 og 1978-1980, hvor hhv. syriske, bosniske og vietnamesiske flygtninge ankom til Danmark. På baggrund af en postkolonial velfærdsanalytik med fokus på materialets klassifikationer og re-præsentationernes ydre, identificerer artiklen to dominerende billeder af flygtningen: den produktive og den syge. Det konkluderes, at velfærdsdynamikken, der iværksættes i relation til flygtninge, er styret af en forskelssættende økonomisk og patologisk bekymring for samfundets såvel som individets degenerering. Denne udvikling tolkes forsøgsvis som udtryk for racialiserede velfærdsdynamikker i den moderne stats historie, hvor velfærdsstatens universalisme bærer på reminiscenser af kolonialismens konstruktion af den primitive og uciviliserede anden, der på imperialistisk og godgørende vis må civiliseres.
Padovan-Özdemir, Marta. The Making of Educationally Manageable Immigrant Schoolchildren in Denmark,1970–2013A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State. (2016) [PDF]
Padovan-Özdemir, Marta. The Making of Educationally Manageable Immigrant Schoolchildren in Denmark,1970–2013A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State. Dissertation. University of Copenhagen, 2016,
Ever since children of non-Western labour immigrants appeared in Danish public schools in the early 1970s, immigrant schoolchildren have attracted considerable educational attention from politicians, administrators, teachers, experts, and researchers. This attention has often been voiced as a concern for these children’s individual welfare, but also for the collective welfare of Danish society. With the objective of unravelling this educational attention, the thesis asks how were immigrant schoolchildren made educationally manageable in Danish public schools between 1970 and 2013. To offer a critical exploration of these high-stakes educational practices addressing immigrant schoolchildren and their families, the thesis also inquires how these practices of educationalised governing have fed into fabricating a post-1970 Danish welfare nation state. The thesis explores these research questions from a critical, historical perspective on three distinct educational practices used to capture the manifold investments present in making immigrant schoolchildren educationally manageable. First, it describes administrative knowledge practices in which administrators, experts, and professionals have been involved in identifying the problem of and suggesting solutions for organising the welfare and the schooling of immigrant schoolchildren. Second, it studies teacher professionalisation practices whereby teachers, experts, and researchers have been involved in identifying educational problematisations of immigrant schoolchildren’s presence, based on which professional capacities, dispositions, and identities have been developed over time. Third, it examines didactical practices in which teachers, experts, researchers, textbook writers, journalists, publishing houses, nongovernmental organisations, and so forth have been involved in developing pedagogical repertoires of truths, techniques, and objectives for teachers to manage immigrant schoolchildren’s presence. These three educational practices have been investigated through their textual effects in the shape of commission reports, project evaluations, administrative procedures, professional journal articles, teacher handbooks, teacher guidelines, and so forth. Three corpora of historical material have been established based on the personal research archive of the late education researcher Jørgen Gimbel. This trove is supplemented with the personal, work-related archives of other professionals who have been active in the investigational field, annual reports of the Danish Royal School of Education (1970–2000), three professional journals that were specialised in the field of immigrant schoolchildren’s education (1980–2013), and a comprehensive public library search. The three corpora comprise 872 texts exhibiting the qualities of regulating, reflecting, and guiding educational practices addressing immigrant schoolchildren’s presence in Danish public schools between 1970 and 2013.The thesis constructs educational practices vis-à-vis immigrant schoolchildren as a critical prism for studying the emergence of a Danish welfare nation state. Qua an analytics of governing, the emergence of a Danish welfare nation state is constructed and studied as the effect of a variegated domain of practices engaged in the governing of individual and collective welfare as responses to the social question of integration. Thus, this thesis cultivates a profound questioning of problem-solving complexes arising in response to immigrant schoolchildren’s presence, as these problem-solving complexes have been involved in educationalising the social question of integration, and imagining a better society. As such, this thesis offers problematisations of immigrant schoolchildren’s education, showing how educationalised welfare work addressing non-Western immigrant children and their families functioned not only as a deeply rooted national(ist) project, but also equally as a racialising, civilising, modernising project of governing the social and doing good. Accordingly, the thesis demonstrates how revisiting the social question in a post-1970 context of educating immigrant schoolchildren disturbs the optimistic salvation project of publicly educating and integrating immigrants. The thesis shows how a post-1970 Danish welfare nation state can be understood as the effect of an inherently modernistic project of brutal care, subtly racialised professionalisation, and a civilising pedagogy placing immigrant schoolchildren on the threshold of a thesis of modern Danish life. The thesis has been prepared as a collection of two scientific journal articles and one lengthy contribution to an anthology, in which the thesis’s analytical findings are presented. In addition, it presents a chapter on the development of a positive form of critique, a thematised historiography of the cross-disciplinary research context informing this thesis, a brief reflection upon concepts lost and found in translation, an extended discussion on the writing of history and the methodological implications of an analytics of governing, and a final chapter discussing the thesis’s overall contribution to its research context.
PDF: https://curis.ku.dk/ws/files/169757836/Ph.d._afhandling_2016_Padovan_zdemir.pdf.
Padovan-Özdemir, Marta, and Bolette Moldenhawer. ‘Making Precarious Immigrant Families and Weaving the Danish Welfare Nation-State Fabric 1970–2010’. (2017) [PDF]
Padovan-Özdemir, Marta, and Bolette Moldenhawer. ‘Making Precarious Immigrant Families and Weaving the Danish Welfare Nation-State Fabric 1970–2010’. Race, Ethnicity and Education, vol. 20, no. 6, Routledge, 2017, pp. 723–736.
This article explores the making of immigrant families as precarious elements in the governing of the population’s welfare within the Danish welfare nation- state since the 1970s. The emphasis is on how immigrant families became a problem of welfare governing, and what knowledge practices and welfare techniques emerged as problem-solving responses. The article analyses a diverse set of national and local administrative documents advancing a polyhedron of intelligibility by which the authors discover how problem- solving complexes responsive to immigrant families change and sediment, and ultimately, weave the fabric of a Danish welfare nation-state faced with non-Western immigration after the economic boom in the late 1960s.
doi:https://doi.org/10.1080/13613324.2016.1195358.
PDF: https://www.tandfonline.com/doi/pdf/10.1080/13613324.2016.1195358?needAccess=true
Roopnarine, Lomarsh, Indian Indenture in the Danish West Indies, 1863-1873.
Roopnarine, Lomarsh, Indian Indenture in the Danish West Indies, 1863-1873. Springer International Publishing AG. 2018.
This book is the first comprehensive analysis of Denmark’s solitary experiment with Indian indentured labor on St. Croix during the second half of the nineteenth century. The book focuses on the recruitment, transportation, plantation labor, re-indenture, repatriation, remittances and abolition of Indian indentured experience on the island. In doing so, Roopnarine has produced a compelling narrative on Indian indenture. The laborers challenged and responded accordingly to their daily indentured existence using their cultural strengths to cohere and co-exist in a planter-dominated environment. Laborers had to create opportunities for themselves using their homeland customs without losing the focus that someday they would return home. Indentured Indians understood that the plantation system would not be flexible to them but rather they had to be flexible to plantation system. Roopnarine’s concise analysis has moved Indian indenture from the margin to mainstream not only in the historiography of the Danish West Indies, but also in the wider Caribbean where Indians were indentured.
Rud, Søren. Colonialism in Greenland: Tradition, Governance and Legacy. (2017)
Rud, Søren. Colonialism in Greenland: Tradition, Governance and Legacy. Cham: Palgrave Macmillan, 2017.
This book explores how the Danish authorities governed the colonized population in Greenland in the nineteenth and twentieth centuries. Two competing narratives of colonialism dominate in Greenland as well as Denmark. One narrative portrays the Danish colonial project as ruthless and brutal extraction of a vulnerable indigenousness people; the other narrative emphasizes almost exclusively the benevolent aspects of Danish rule in Greenland. Rather than siding with one of these narratives, this book investigates actual practices of colonial governance in Greenland with an outlook to the extensive international scholarship on colonialism and post-colonialism. The chapters address the intimate connections between the establishment of an ethnographic discourse and the colonial techniques of governance in Greenland. Thereby the book provides important nuances to the understanding of the historical relationship between Denmark and Greenland and links this historical trajectory to the present negotiations of Greenlandic identity.
Sandset, Tony. Color That Matters : A Comparative Approach to Mixed Race Identity and Nordic Exceptionalism. (2018)
Sandset, Tony. Color That Matters : A Comparative Approach to Mixed Race Identity and Nordic Exceptionalism. Routledge, 2018.
This book examines the ways in which mixed ethnic identities in Scandinavia are formed along both cultural and embodied lines, arguing that while the official discourses in the region refer to a “post-racial” or “color blind” era, color still matters in the lives of people of mixed ethnic descent. Drawing on research from people of mixed ethnic backgrounds, the author offers insights into how color matters and is made to matter and into the ways in which terms such as “ethnic” and “ethnicity” remain very much indebted to their older, racialized grammar.
Color that Matters moves beyond the conventional Anglo-American focus of scholarship in this field, showing that while similarities exist between the racial and ethnic discourses of the US and UK and those found in the Nordic region, Scandinavia, and Norway in particular, manifests important differences, in part owing to a tendency to view itself as exceptional or outside the colonial heritage of race and imperialism. Presenting both a contextualization of racial discourses since World War II based on documentary analysis and new interview material with people of mixed ethnic backgrounds, the book acts as a corrective to the blind spot within Scandinavian research on ethnic minorities, offering a new reading of race for the Nordic region that engages with the idea that color has been emptied of legitimate cultural content.
https://www.taylorfrancis.com/books/color-matters-tony-sandset/10.4324/9781315169040.
Schmidt, Garbi. Nørrebros indvandringshistorie 1885-2010. (2015)
Schmidt, Garbi. Nørrebros indvandringshistorie 1885-2010. MuseumTuscelanum, 2015.
Etnisk mangfoldighed er i dag en tydelig dimension af Nørrebro, men er indvandring til kvarteret et nyt fænomen, eller har indvandring fra tidligt i historien bidraget til Nørrebros liv, udvikling og fortælling?
Denne bog beskriver Nørrebros indvandringshistorie, fra svenske tjenestepiger og russisk-jødiske flygtninge over tyske krigsflygtninge og tyrkiske og pakistanske gæstearbejdere til nutiden, hvor Nørrebro både fejres og fordømmes som Københavns indvandrerkvarter. Hvilke roller har indvandrere spillet i kvarteret igennem tiden? Hvem var de, både som grupper og individer? Hvordan spillede indvandring sammen med den fortælling om Nørrebro, som er blevet udviklet og genskabt over tid: byens urolige hjørne, præget af arbejderklasse, fattigdom og aktivisme? I hvilke perioder har indvandrerne været synlige, og i hvilke perioder er de knapt blevet bemærket – selvom de har været der? Og hvordan har sådanne forandringer spillet sammen med byens rum, bystyrets politik og den danske nationalstats håndtering af indvandring over tid?
Nørrebros indvandringshistorie 1885–2010 er en bog om, hvordan indvandring har formet et kvarter, en by – og et land.
https://www.academicbooks.dk/da/content/n%C3%B8rrebros-indvandringshistorie-1885-2010
Schmidt, Garbi. ‘Space, Politics and Past–Present Diversities in a Copenhagen Neighbourhood’. (2016)
Schmidt, Garbi. ‘Space, Politics and Past–Present Diversities in a Copenhagen Neighbourhood’. Identities, vol. 23, no. 1, Routledge, Jan. 2016, pp. 51–65.
This article responds to the need for a cautious use of the concepts of diversity and social cohesion in migration research. Presently missing in the literature is a historicisation and contextualisation of these concepts that can highlight the heterogeneity of diversity. In our investigation of the cities and neighbourhoods in which migrants settle and how migrants affect these neighbourhoods, it is important to ask whether the diversity of today is significantly different from the diversity a hundred years ago. To provide the missing perspectives, I offer a situated historical analysis of empirical data and ethnographic fieldwork in Nørrebro, a neighbourhood of the Danish capital, Copenhagen. Situating the contemporary heterogeneous characteristics of cities and neighbourhoods within a local history of diversity is useful for our understanding of past and contemporary social solidarities that underlie the perceptions of ‘otherness’ and the changing implications of the focus on immigrant identity.
Shield, Andrew. ‘“A Southern Man Can Have a Harem of up to Twenty Danish Women”: Sexotic Politics and Immigration in Denmark, 1965–1979’. (2018)
Shield, Andrew. ‘“A Southern Man Can Have a Harem of up to Twenty Danish Women”: Sexotic Politics and Immigration in Denmark, 1965–1979’. Sexualities, vol. 23, Nov. 2018,
During the late 1960s and early 1970s, Denmark received about 15,000 foreign workers from Turkey, Yugoslavia, Pakistan, the Middle East and North Africa during a unique period of women’s and sexual liberation. As foreign men visited discos—sometimes in search of sexual relationships with Danish women—a segment of Danish men accused foreigners of taking not only ‘their’ jobs but also ‘their’ women, and depicted foreign men as hypersexual or sexually violent (e.g. in union newspapers, men’s magazines). These ‘sexotic’ depictions of foreign men had immediate and negative effects on immigrants’ lived experiences in Denmark. In gay male subcultures, ‘sexotic’ depictions of men of color served mainly to entertain white fantasies, which also affected the experiences especially of gay men of color in Denmark. Overall, sexualized stereotypes about the male Other were central to broader political discussions in Denmark in the long 1970s, including debates about Danish wage suppression, immigrant ghetto formation, and the definition of sexual liberation.
https://journals.sagepub.com/doi/abs/10.1177/1363460718758665