Laura Gilliam

Laura Gilliam
Aarhus University | AU · Department of Education

Ph.D in Educational Anthropology, MA in Anthropology

About

29
Publications
6,845
Reads
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192
Citations

Publications

Publications (29)
Article
Full-text available
Based on life-history interviews and fieldwork among second-generation minority Danish parents from different ethnic backgrounds, this article explores changes in parenting norms and practices between first-generation and second-generation minority Danish parents. The second-generation parents generally experience that, compared to their own parent...
Article
The ethnic boundary between majority Danes and Muslim minorities has become increasingly impermeable in recent decades, restricting Muslim minorities to conditional inclusion, adapting to the majority’s conditions of good citizenship. This article looks at the “conditions of inclusion” for Muslim pupils in multi-ethnic schools, focusing on what pup...
Article
Artiklen ser nærmere på to minoritetsdanske drenge, Waseem og Amir, som har klaret sig godt i skolen. Drengenes historier belyser de barrierer og udfordringer, som mange minoritetsdanske drenge står overfor, og de faktorer, der spiller ind på deres ’lyst’ til skolen. Artiklen peger dermed på det – skrøbelige – samspil af faktorer, der fremmer dreng...
Article
This article explores the ideals and practices of moderate secularism characteristic of Danish schools’ approach to Muslim pupils, Islam, and religion in general. It argues that while these reflect the Danish ‘culture of secularity’ (Wohlrab-Sahr & Burchardt 2012), differences in ‘secularities-in-practice’ between schools necessitate a look at the...
Article
Drawing on sociologist Norbert Elias’ theory of civilising processes, this article argues for a perspective on children as ‘potential’. With this notion, we focus on the efforts, hopes and fears that adult society invest in children and through them in future society. Seeing this investment as a result of historical processes and social dynamics, w...
Book
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. Modvilje...
Article
Med afsæt i Norbert Elias’ begreb om civilisering vil vi i denne artikel diskutere opdragelsesidealer og -praksis i skoler og daginstitutioner. Elias’ civiliseringsbegreb sætter fokus på sammenhængen mellem idealer og distinktioner ved at vise, hvordan normer for det civiliserede også rummer en konstruktion af og afstandtagen til det, der ikke vurd...
Book
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 t...
Article
Full-text available
Ifølge flere diskursteoretiske skoleforskere har folkeskolen igennem en årrække gennemgået fundamentale ændringer i forhold til sit formål og menneskesyn. Politologen Ove Kaj Pedersen ser dette som relateret til Danmarks overgang fra velfærdsstat til konkurrencestat og beskriver, at skolens formål i dag er at ruste eleverne til at være ’soldater’ i...
Book
Barns oppdragelse er ikke bare en foreldreoppgave, men også et samfunnsanliggende som ivaretas av sentrale barneinstitusjoner. Denne boka retter søkelyset mot forholdet mellom samfunn og oppdragelse gjennom en rekke antropologiske undersøkelser i daginstitusjoner skoler og familier. Med utgangspunkt i den tyske sosiologen Norbert Elias' siviliserin...
Article
Full-text available
This article focuses on the role of child institutions in forming and disseminating ideas about what it means to be a civilised person in a welfare state. Taking Denmark as a case study, 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...
Article
Full-text available
Based on fieldwork in Yderbyskolen ‒ a Danish school with a majority of Muslim pupils ‒ this article looks into the ideals and practices characteristic of the way the Danish ‘folkeskole’ handles religion in school, and analyses their implications for youth of Muslim background. It argues that the ideals and practices are shaped by a moderate secula...
Article
Full-text available
I stedet for et abstract er her begyndelsen på indledningen:Ca. 7 % af eleverne i den danske folkeskole har muslimsk baggrund. Selvom et voksende antal af deres forældre vælger at sætte deres børn i muslimsk friskole,1 går langt det overvejende flertal – antallet var omkring 90 % i 2009 ‒ af børn med muslimsk baggrund i den danske folkeskole (Sedgw...
Article
This article explores the values of the Danish public School – Folkeskolen ‒ and their consequences for the social norms which children meet in school. The Danish school aims at being a socially inclusive school, based on ideals of equality and positive relationships between class mates and between pupils and teachers. It is argued that the ideals...
Book
Denne bog Pædagogikhåndbogen for pædagogstuderende, ti perspektiver på pædagogik rummer en mængde kapitler der hver for sig og tilsammen belyser et stort område af pædagoguddannelsen og professionen: dagtilbudsområdet. Målet med denne bog er at hjælpe pædagogstuderende til at få greb om, hvad der menes med pædagogik, samt hvad faget pædagogik står...
Article
Full-text available
Baseret på feltarbejde i tre danske skoler, undersøger artiklen skolens projekt om at forme børn til civiliserede medborgere. Fokus er på de konsekvenser dette projekt har for lærernes daglige arbejde med børn og for børns praksisser, sociale kategorier og identitetskonstruktion. Artiklen argumenterer for at civiliseringsprojektet, der er rettet mo...
Book
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 ide...
Article
Full-text available
Baseret på et syv måneders feltarbejde i en københavnsk skoleklasse beskriver artiklen et fokus på den muslimske identitet blandt denne klasses etniske minoritetsbørn, samt deres oplevelse af opposition mellem den danske og den muslimske kategori. Det vises, at begge dele er relateret til børnenes erfaringer i skolen og resulterer i, at de tilskriv...
Article
Full-text available
Når etniske minoritetsdrenge laver ballade i skolen, opfatter lærerne det ofte som mangel på fornuft. Men mange af drengene har på forhånd tabt spillet om kulturel kapital i den danske folkeskole og har opgivet at få lærernes anerkendelse. I stedet har de skabt en modkultur, der vender skolens logik på hovedet. Balladen er et centralt element i den...
Article
Full-text available
I den københavnske skoleklasse 4a oplever såvel etniske minoritetsbørn og etnisk danske børn at udlændinge, indvandrere og tilmed muslimer er ballademagere, og at danskere opfører sig godt og er dygtige elever. Lærerne opfatter også de etniske minoritetsdrenge i klassen som ballademagere, der tilmed går alt for meget op i religion. De forklarer dre...
Thesis
Baseret på et feltarbejde i en københavnsk skoleklasse analyserer afhandlingen etniske minoritetsbørns identitetserfaringer i skolen. Den viser, at klassens etniske minoritetsbørn - stik i mod skolens og lærernes intentioner om integration - oplever, at der er et skarpt skel mellem 'danskere' og 'muslimer', at den 'danske' og den 'muslimske' identi...
Chapter
The chapter presents a study of how children living in two segregated areas of Belfast, perceive the Northern Irish conflict and their own involvement in this. It particularly discusses how the restriction of children to specific local areas influence their understandings of the conflict, their Catholic or Protestant identity, their own and the oth...

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Projects

Projects (6)
Project
A new generation of minority Danish children is growing up in Denmark. Their parents were born, raised and schooled in Denmark and therefore have different conditions for dealing with their children's schooling and experiences in Danish society than their parents had. These new generations of minority Danish children and parents have the potential to challenge many taken for granted assumptions of integration, ethnic identity and education. Through two studies of these ‘third generation’ children and ‘second generation’ parents, this project examines the lived experiences, school strategies and histories of migration and integration of these minority Danes. It does so from a multiple generational perspective, that highlights the dynamics of migration in relation to timespan, political contexts and family relations: What is the significance of the historical and political context in which parents grew up in Denmark for their school experiences and relation to Danish society (the social generation)? What role does the distance from migration and childhood experiences play for children and parents' experiences with the school and society (the migration generation)? How does the position of the family and the intergenerational dynamics influence parents’ and children's approach to school (family generation)? And will these new generations of minority Danish children and parents change the position of minority Danes in the Danish school and society? The project is financed by the Independent Research Fund Denmark (FKK) and conducted in two areas in greater Copenhagen to investigate the significance of the area, the children grow up in and to illuminate the diversity among minority Danes in the second and third generation.