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Links and Comparisons in Contemporary History Jelling Statsseminarium [Her indsættes bookmarks + beskrivelse af projektet] The increasing internationalization and globalisation in still more areas - from interchange of goods and economic co-operation to communication - has been characteristic of the development all over the world for a number of years. Several people have declared the death of the national-state - not only as a delimiting economic and political unity, but also as a cultural and mental frame of interpretation. For a decade people have talked about "The Global Village" and the utopian idea of modern technology creating more knowledge of each others cultures and developing the international co-operation for the benefit of everyone. Television has made it possible to keep up with decisive events in all parts of the globe. We have created a global culture in which you look at the same - frequently American - television serials. And the music of the same designer-groups is popular all over the world. In Europe we travel more than ever. And in a Europe which in the economic and political area is becoming still more integrated, it is more and more common to settle and work in another European country - at least for a number of years. Apparently a sort of supranational common context of opinion has been established which includes still more areas. But the question is how deep is the community in a purely mentality sense. Have the Europeans generally gained a greater knowledge of what is the specific in other cultures? And what is the importance of the increasing European relations for the formation of a national identity? Or to ask otherwise: Is there a constructive interaction between the development of a national/cultural self-perception and the understanding of other nations(cultures)? - And are we well on the way developing a sort of European self-perception - or perhaps even identity? The questionnaire As part of the project: "Links and Comparisons in Contemporary History" I prepared a questionnaire to Danish pupils. The aim was to get an impression of the pupils’ own national/cultural selv-perceptions and their view of other nations (cultures). The questionnarie contained two questions: First, the pupils were asked shortly to make some notes about their general view of Danes, Swedes, Finns, Englishmen, Austrians and Europeans. Secondly, they were asked to write down things which they considered typically Danish, Swedish etc. It emerged from the questionnaire that the pupils were supposed to skip the questions which they had no opinion about. To be able to decide their attitudes and to express their views in writing, I estimated the pupils had to be at least in the 6th class. The school subject History, which is on the timetable from 3th to 8th class, plays an important part in the development of an understanding of their own and other cultures. That is the reason why I decided to let pupils from the 6th to 8th class answer the questionnaire. In January 1998 the questionnaires were sent to ten 6th-8th classes at seven schools in Jutland and Zealand. There were no geographical considerations taken in the choice of schools. An enclosed letter adressed to the History-teacher gave some information about the aim of the research, and the teacher was asked to let the pupils answer the questionnaires separately. About 200 questionnaires were returned. Before making up the answers - and a presentation of some feasible conclusions - it is necessary to take some reservations concerning the research, i.e. concerning the collection of data, their reliability - and the interpretation. The reservations A classic - also in this context - considerable criticism against quantitative questionnaires: Answers depend on the way you ask. Perhaps the questions set the scene for stereotypical national characterizations which in fact are in no agreement with the pupils’ spontaneous views. Perhaps the answers were different if pupils in the first place had to make up their minds (yes/no) about there being decisively inequalities between peoples (nations). And only if the answer was "yes" they had to fill in the questionnaire. A single pupil decided on a very critical attitude towards the questionnarie. The person concerned wrote on the paper: "In my opinion it doesn’t matter whether you are a Dane, a Swede, a Finn, an Englishman, an Austrian or an European. That’s why I haven’t any attitudes to this questionnarie." Evidently the pupil communicated his point of view to other pupils. On the top of the questionnarie he had sketched a sign and written nearby: "If you find this sign on other questionnaries it means that they have the same opinion as me." And three other pupils had this opinion. The context in which the questionnaries were introduced to the pupils is of great importance for their response. Concerned a single class it is obvious that the teacher made extremely much of preparing the pupils for the questionnarie. Several pupils took down that the questions were an occasion for discussions in the classroom. One or two teacheres were sorry about the lack of quality in the pupils’ answers. As I have mentioned the teachers were asked to let the pupils fill in the questionnaries separately. But the linquistic identity between some of the answers shows that several pupils were inspired from the writings of the clasmates who were sitting nearest. This increases the uncertainty of the estimation. Clearly - and predictably - there were dissimilarities in the degree of seriousness in the way the pupils answered the questions. The open-ended questions and the anonymous answers were an irresistible temptation for a few pupils to air prejudices, frustations and annoyance (perhaps against the school). A questionnarie where the pupil describing everyone else but the Danes as "stupid" and "ugly" is hardly an answer which is seriously meant. In the summing up of the data I have sorted out a few answers because I assessed them to be too frivolous. I ended up with 192 usable questionnaries which provide a basis for the adding up mentioned below. Furthermore, the written communication create elements of uncertainty. Firstly, to what extent had the pupils qualifications to understand the questions - including the difference between the general characterization in "How are ..." and the specific traits which were asked about in "What is typically ..." Secondly, there are elements of uncertainty in the abilities and wills of the pupils to communicate their views in writing which are connected to a third aspect: My own qualifications interpreting the contents and not least to categorize the expressions as mainly favourable, neutral or negative. Of course these reservations - and the small numer of pupils which were involved - imply that the collected data do not provide a foundation to draw up an adequate statistics about the attitudes and opinions of Danish pupils towards different nations/peoples/cultures. Anyway, my opinion is that the results mentioned below indicate some trends and problems which perhaps can be relevant for further adaptation in the project. By input of answers synonymous words, statements and expressions which are estimated having the same meaning - are combined. After this the words and statements are categorized according to their expressing mainly favourable, neutral or negative attitudes. The white "beams" show quantitative enumerations of the statements divided in these categories and worked out in percentage. It is essential to draw the attention to the fact that it is the number of statements - and not the number of pupils - which are illustrated. That is to say, a heavy part of the pupils wrote 2-3 answers to the same question. The grey "beams" illustrate the percentage of the pupils who did not answer the questions.
How are ... and what is typically? The folowing text presents passes remarks on some of the answers. The numbers in brackets give the number of statements. How are the Danes/What is typically Danish? As one could expect there are a lot of favourable statements and words about Danes - particularly about their behaviour and attitudes: "kind/good/considerate" (26), "sweet/pleasant" (24), "nice" (15). Next it is accentuated that Danes are "cheerful/have a sense of humor/friendly atmosphere" (13), while fewer (11) emphasise the intellectual competences of the Danes in words like "wise/sensible". And according to a handful of pupils (5) the Danes are "good in football/athletics/team handball". The most frequent statements of the neutral category describe the Danes as "(very) normal/ordinary" (11) and "(very)different" (6). According to the pupils some negative traits of the Danes are that they "think a lot of themselves/pleased with themselves/self-obssed/egoistic" (12). Perhaps in continuation of this it says: "(some are) racists" (9) and "not too willing to help and lack of hospitality (towards foreigners)" (3). It is remarkable that only a few pupils (4) emphasise the wealth of the Danes. In the media Danish politicians point out Denmark as a pioneer-state in the environmental area. But only few (3) pupils utter somthing about it. Like other nationalities there are a few typical traits which are mainly characterized as favourable. However, a couple af pupils point out "helpfulness" and "good to elderly people". For many pupils the typical - and neutral - Danish concerns food, and they enumerate a number of ingredients of homely foods: "(Danish) meat ball" (43), "potatoes" (30), "hamburger" (21), "(brown) sauce" (17), "hot dogs" (12), "roast pork" (11) or simply "fat/good food" (17). In the neutral category one will also find "Hans Christian Andersen" (7), and the same number mention "the royal family". Some (22) think that "The Little Mermaid" is typically Danish. Of course, the little bronze-statue is world-famous (and God knows why). But the explanation of the number is that The Little Mermaid was beheaded (one more time) - which was a media event - in January 1998, e.i. the same period where the pupils filled in the questionnaires. A lot of tourists think of the North Sea and the wide beaches as something typically Danish. But only a few pupils (4) have the opinion that the nature and the landscapes belong to this category. Finally, some (7) think it is typically Danish that their language is difficult. Relatively few pupils suggest something negative as typically Danish: "fat/overweight persons/eat too much" (4). The same number mention "Janteloven (the who-do-you-think-you-are attitude) = The Law of Jante." Typical "adult-pictures" of Danmark and the Danes like our very democratic attitiude, the efficient Welfare State, equalization (we are on Christian name with our prime minister!) etc. are not mentioned by the pupils. How are the Swedes?/What is typically Swedish? The Swedes get the smallest number of favourable estimations. Among other characteristics they are marked as "sweet/pleasant" (9) and "kind (towards the Danes)" (6). That the Swedes are "like the Danes (almost) (7)" probably belongs to the neutral category. A disturbingly large number (59) claim that the Swedes "drink a lot/are (frequently/always) drunk". Regrettably, it is a widespread and almost archetypical view of Swedes. "He was drunk like a Swede," is a general figure of speech about a dead drunk person. Alcohol is cheaper in Danmark comparing with Sweden - and it is easily available for the young ones. That is why you can witness in ports where there are ferry-connections whith Sweden some - in general - young Swedes reeling about under the influence of a lot of alcohol. Anyhow, this is not a plausible reason to characterize Sweden as a nation of alcoholics. Perhaps part of the explanation for the "accusation" lies in the historical relations between the Danes and the Swedes [a cross-reference to the historical part page xx] and in the current "little brother-complex" of Denmark compared with Sweden. In the light of the above it is not surprising that a large number of pupils claim that it is typically Swedish to "get drunk/alcohol problems" (39), to "buy beer in Denmark" (11), and the Swedes "(want cheap) booze/liquor" (8). Some pupils associate typically Swedish with the nature of the country: "snow and ski/holiday" (16), wooden houses/cabins in the nature" (9) and "rocks/mountains" (7). And "Volvo" (8) and "Saab" (5) are also mentioned, like the world-famous author of children’s books "Astrid Lindgren" (7) and "Emil fra Lønneberg" (3). How are the Finns?/What is typically Finnish? Only about 1/3 of the pupils answered the questions. The postitive statements say that Finns are "frank and polite/kind/sweet and obliging/understanding" (9). Quite a number (14) think that Finns "Are not understandable/funny language" (14). Under "what is typically" some (8) also mention the language. Some (4) describe Finns as "tall and slight/thin/skinny". A few (3) point out the nature as something typical: "(1.000) lakes and fish". It is remarkable that (6) pupils mentioned "the mummi-trolls" as typically Finnish. Some of the isolated statements are funny. For instance, a pupil points out that "boot-dansers" are typically Finnish while another points out "beach sandals", and another mentioned "the very high mountains". And: "Towards the north there is snow and towards the south they try to catch fish in the lakes", "they sing all the time". But after all the Danish pupils’ knowledge about Finland and the Finns is obviously rather limited. Not even the famous Finnish sauna is mentioned - or the enormous swarms of mosquitoes. How are the English?/What is typically English? In the "Folkeskole" English is a foreign language which the the pupils have to learn as early as the 4th class. Probably, a considerable part of the pupils opinion about the English are rooted in learning English. In addition, the media (films, television-news for instance about the English Royal Family) is important for the pupils views. It belongs to the favourable estimation of the English that they are "(very) polite/kind" (18). Some pupils add as an explanation that they "always say excuse me". And the English are "sweet" (8) and "nice" (7). In a more neutral way (7) pupils find the English "fast-talkning/talks a lot" (18). A prevailing and negative characterization describes the English as "(a little/very) snobbish" (43), "sophisticated persons" (11), "pleased with themselves" (6). And (9) consider snobbishness to be typically English. Typically English in the neutral category: "Football" (17), "tea" (15), "egg and bacon" (12). And "London" are mentioned (17) and there are som individual words about the sights of the town. The red "busses" (6) and "pubs" (6) are also mentioned. A few pupils mention pop groups and musicians like "Spice Girls" (2) and "Elton John". How are the Austrians?/What is typically Austrian? Only about 2/5 of the pupils answered the question "How are Austrians?" and about ½ "What is typically Austrian?". Next to Danes Austrians score proportionally most favourable estimations. The pupils think they are "nice/sweet/kind/pleasant" (14) and "hospitable/polite" (6). The same number think they are "good on skiers". Several different aspects are mentioned in the neutral category, among others: Austrians are "Christians" (5) and "old-fashioned manners/out of date" (4). There are a few negative remarks such as "strange" (3) and "(a little) sour/angry" (2). For many pupils the landscape, the nature and the folklore are typically Austrian: "ski(holiday)snow" (31). "They build beautiful houses/mountain huts" (6) and "(wooden) houses with big balconies" (3). Some pupils (9) point out "The musics of the Tyrolean, Tyrolese, Tyrolean-clothing and Tyrolean-party". Isolated statements support a fundamental idea of an old-fashioned country with "St Bernard dogs" (2) where people are "yodelling" (2) and wear/have "braces, moustaches, small skirts and sing odd songs". The language is described as "half-Deutch" or: "They try to talk German but they do not manage so well." How are the Europeans?/What is typically European? Hardly half of the pupils have answered the two questions. And the majority of the answers appear diffuse. Only a few pupils associate the European with something specific and in general it is impossible to deduce any form of European identification from the answers. Very likely, some pupils thought they ought to answer the questions. Part of the pupils (18) state that Europeans are "(very) different (from country to country)". They are "(generally) nice" (6) and "kind and willing to help (refugees)" (5). The Europeans ar "wise" (5) and "rich" (compared to other peoples) (5). Some (8) also point out the "wealth" as something typically European. The same number mention "football". But only (4) note "EU" as something typical. What about the student teachers? 27 student teachers studying history as one of their main subjects filled in the same questionnaire. The number is very slim so of course the reliability of statistics is higly uncertain. On the other hand, the students were asked making up their mind seriously about the questionnaire - and I assume that the students understood the questions and that they were apple to express their attitudes. That is way it is possible to deduce some bearings from the material. Apart from several students did not answer the questions concerning their own natonality (cultur), on the whole the same pattern like with the pupils emeges: A heavy part from the students did not answer the questions concerning Austrian and Europe. Concerning the content there is also considerable points of resamblance between the views of the pupils and of the students. However, the students in general express themselves in a more balanced way and only a few express dogmatic statements.
The columms under here show the percentage of the students who did not answer the question concerned.
18,5 11,1 3,7 29,6 37 33,3 18,5 18,5 59,2 33,3 31,2 54,6
the greater part of the students gave more answers (statements) to each question. The numbers in brackets give the number of statement. The following is an attemt - against a background of the statements - to outline the different nationalities.
How are the Danes?/What is typically Danish? By describing the Danes as "for comfort/pleasant" (4), "relaxed/unceremonious" (3) og "kind" (3) the students express a national self-concept which is very widespread. The negative traits are "The Law of Jante" (2) and the Danes are "sour" (2). Single words like "withdrawn", "prejudiced", "intolerant" reveal the more reserved and dismissive attitude of what might be called a Danish natinol character. Some students (9) say, that "comfort" is typically Danish. In other respects the typically Danish - like with the pupils - is mainly about food. "(Danish) meat ball" (7), "assorted herring dishes and a glass of snaps" (3) and "roast pork" (2). however (3) mention "LEGO". Some students (4) point out "The Law of Jante" in the less flattering category of the typically Danish. How are the Swedes?/What is typically Swedish? A few students (4) consider the Swedes to be "regular". And in this continuation the students mean it is typically Swedish to have "ban on (everything)/monitoring of everything and everyone" (6). Like the pupils several students (7) claims that the Swedes are addicted to drinking. They are also at litle "boring" (3). In other respects the appearance is said to be a characteric of the Swedes: "(long) (light) hair" (6). (5) students mention "Volvo" and (3) students have not forgotten the wold of Astrid Lindgren. How are the Finns/What is typpically Finnish? In general the students paint at picture of the Finns as a people which differentiates from other because of the geographical location of the country and because of the conditions given by the nature and the climate: "hardy" (4), "different" (2), "rough", "tough", "strong" og "nature-folks" belong to the names. Almost everyone who say something about the typically Finnish mention "the sauna" (14). Some students (6) consider "vodka" typically. But only (2) students point out the conventional picture of a Finn as a man with a knife. And only a single student claims that "Father Christmas" is typically Finnish. It is generally believed in Denmark that "Father Christmas" live in Greenland.
How are the English?/What is typically English? The English are "polite" (3) and "kind" (2), but several students claim that the English are "stiff" (6) and "snobbish" (5). Several students refer to traits of the English society which in general are not very favourable, for instance "The class-divided society", "old-fashioned pattern of sex roles" "bad at leading social policy". Something typically English is said to be "tea" (6), "pub(-culture)" (4), "The Royal Family" (3) og the same number of students mention "the bowler".
How are the Austrians?/What is typically Austrian? As a consequence of the limited number of students who have answered the questions it is impossible to conclude anything. It kan be said that the Austrians are described as "happy" (2), "hospitable" and "cheerful". The Austrians are "tradition-bound/old-fashioned" (2), and then they ar "half-German/very much like The Germans". (5) students states that "yodelling", "the dress/lederhosen" (4) and "tyrolese-music/-culture" (3) are typically Austrian, while (4) students mention "wienermusik/klassisk" nævnes af (4) studerende. Hvordan er europæere?/Hvad er typisk europæisk? Blandt de adspurgte studerende er der kun en vis konsensus om, at europæere er "forskellige/en uhomogen størrelse/blandede" (7). Enkelte betoner at europæere fx er "velhavende". Ord, der dækker forskellighed, er også kendetegnende for det typiske. The teaching of History in the Danish "Folkeskole" The subject History is taught in the 3th-8th class (1 hour per week int the 3th-5th class, 2 hours per week in the 6th-8th class) The subject Social Studis is taught in the 9th class (5 hours per week)
From "The aim of the subject History": "The aim of teaching History is strengthing the pupils’ consciousnes of history and identity and increasing their feel like and motivation for active participation in a democratic society..." The contents are organized in subjects/topics and problems
Criteria for the choice of content
From "The aim of the subject Social Studies": "The aim of teaching Social Studies is, that the pupils developing interest to and ablility for the understanding of the everyday life in a social perspectiv and for an active participation in a democratic society..." The contents are organized problem-oriented.
Content goals of the EM in comparison with "Central fields of knowledge and skills"
The goals of the EM fit to the "Central fields of knowledge and skills" from the curriculum. The following text-books are analysed:
The statute for the Danish "Folkeskole" is from 1993. The curriculum for the school-subject history was prepared in the following years and finished 1995. The curriculum emphasizes the importance of developing pupils historical consciousness and identity. Another important decision is that history teaching is no longer organised solely chronologically but in topics which are supposed to be problem-oriented. Actual, none of the text-books mentioned below meet the demand of being organised in topics with formulation of problems. All of them - allso no. 4 and 5. published later than the curriculum - are chronologically organised. No. 5. - actual the most widely distributed book - is a republication from 1980.
A short presentation of the text-books content of post-war history by head-words
As you can see the content in all the books are organised in chronological sequence. And apart from no. 4 the content of the books are much alike with some differences of the sequence.
The content of the text-books compared with the criteria for the choice of content
By and large the history of Denmark play a dominant role in the text-books. "History of Denmark in the context with the history of the North, of Europe and of the World" is treated differently. Aparat from no. 4, the books bring forward some information about the EU. The EU is often seen as a necessary evil to achieve some economic benefits. In several ways the books reflect the sceptical attitude of the Danes towards the EU. There is nothing about a common European understanding or even identity.
Content goals of EM in comparisons with the text-books
DK = Denmark GE = General European
Notes about ... in the text-books
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