Når elever gør kultur og bruger historie

Abstract

When Students Do Culture and Use History

The article discusses the production and reproduction of cultural identities, cultural communities, cultural experiences and differences in three different history classrooms. The empirical case study material consists of observations followed by three individual interviews with history teachers. The setting is an urban Danish public school, with 60 per cent plurilingual students. Central analytical concepts are derived from social constructivism and, in particular, a dynamic and complex understanding of culture. History is here understood as a subject in which culture is preserved and transmitted but also as a subject in which culture and identities are developed, negotiated and differentiated. The article suggests that intercultural history education should be about making the students aware of these processes as they take place during history lessons, as metareflection on the historical knowledge construction process. The empirical case study suggests this is not yet the case as teachers’ intentions to implement intercultural perspectives are challenged by curricular demands.