Crash Courses in Belonging : The Emergence and Progression of a National Orientation in Instructional Materials for Adult Immigrant Language Instruction in Sweden and Denmark ca. 1960-2005
Author
Summary, in English
This dissertation explores representations of Sweden and Denmark and how immigrants’ place in Sweden and Denmark are represented in instructional materials for adult learners in the period ca. 19602005. Denmark and Sweden are often pitted as opposites in terms of immigrant incorporation, Denmark representing a more assimilatory stance and Sweden that of a sanctioned multiculturalism. Instead of looking at policy, this dissertation looks at the incorporative messages meeting immigrants in an attempt to better understand the development of the topic of integration. Theoretically, the study relies on discussions of concepts of immigrant incorporation i.e. assimilation, integration, and segregation. However, this is supplemented heavily with theory on nationalism as an ideology. Specifically, A.D. Smith serves as inspiration and the analytical distinction between ethnic and civic identity is discussed throughout. Additionally, Billig´s concept of Banal Nationalism is discussed.
The dissertation features an analysis of a time before any particularly regulated attempts at teaching immigrants were undertaken, and the materials produced at the time focused primarily on language acquisition. As state-organized language instruction for immigrants emerges, as well as a conceptualization of immigrants as permanent members of society, this analysis shows that the materials nationalize in the sense that they start to feature a crash-course of the compulsory education system. This crash-course in belonging remains as central to the instructional materials in the remainder of the time period.
In an early phase of instruction, ca. 1965 to the early 1980s, representation of employment and genderequality are examined and the two cases are found to differ. The Swedish materials reflect a strong politicization of the immigrant reader, while no politicization is found in the Danish case. An examination of the representation of culture in the materials is done, finding no real difference between the Danish and Swedish case. To the 1970s, the sources feature a discussion of cultural difference was grounded in an idea of benign difference. They feature the idea that cultural contact itself was the problem.
From the early 1980s, the materials reflect a new understanding of immigrant culture, and the idea that Sweden and Denmark are culturally affected by immigration. Representations of a need to change immigrants to a Swedish or Danish gender-equal norm, and a textually projected immigrant other at odds with labor market participation become common. At the same time, a shift in history used for the purpose of integration becomes common. Taken as a whole, the materials in this later phase are discussed as bearers of an inclusionary and exclusionary sentiment, reproducing both ethnic and civic tenets of national identity. This complexity is discussed as an important result of this dissertation.
The dissertation features an analysis of a time before any particularly regulated attempts at teaching immigrants were undertaken, and the materials produced at the time focused primarily on language acquisition. As state-organized language instruction for immigrants emerges, as well as a conceptualization of immigrants as permanent members of society, this analysis shows that the materials nationalize in the sense that they start to feature a crash-course of the compulsory education system. This crash-course in belonging remains as central to the instructional materials in the remainder of the time period.
In an early phase of instruction, ca. 1965 to the early 1980s, representation of employment and genderequality are examined and the two cases are found to differ. The Swedish materials reflect a strong politicization of the immigrant reader, while no politicization is found in the Danish case. An examination of the representation of culture in the materials is done, finding no real difference between the Danish and Swedish case. To the 1970s, the sources feature a discussion of cultural difference was grounded in an idea of benign difference. They feature the idea that cultural contact itself was the problem.
From the early 1980s, the materials reflect a new understanding of immigrant culture, and the idea that Sweden and Denmark are culturally affected by immigration. Representations of a need to change immigrants to a Swedish or Danish gender-equal norm, and a textually projected immigrant other at odds with labor market participation become common. At the same time, a shift in history used for the purpose of integration becomes common. Taken as a whole, the materials in this later phase are discussed as bearers of an inclusionary and exclusionary sentiment, reproducing both ethnic and civic tenets of national identity. This complexity is discussed as an important result of this dissertation.
Department/s
Publishing year
2024-04-05
Language
English
Document type
Dissertation
Publisher
Department of History, Lund university
Topic
- History
Keywords
- integration
- assimilation
- immigration
- language instruction
- policy
- nationalism
- national identity
- belonging
- textbooks
- A.D. Smith
- inclusion
- exclusion
- nation state
Status
Published
Supervisor
ISBN/ISSN/Other
- ISBN: 978-91-89874-15-2
- ISBN: 978-91-89874-16-9
Defence date
3 May 2024
Defence time
10:00
Defence place
LUX C121
Opponent
- Mary Hilson (Professor)