The Doing of Danish Upper Secondary School in 1968

Anders Kruse Ljungdalh, Ane Qvortrup*

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic ’Social distinctions and prejudices in Denmark‘. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, provide a historical account, state bold claims and/or present conceptual definitions. Then, by giving different examples from their everyday life and by establishing some form of line or structure in their writings, they form an argument or narrative. They do this by using—we assume—information from their textbooks, from what have been discussed in teaching, in the public debate, and in the students’ homes. The student papers not only passively reflect but are part of the ongoing constitution of the subjects and subject matter, during a period of tremendous educational change.

Original languageEnglish
JournalJournal of Curriculum Studies
Volume56
Issue number3
Pages (from-to)309-326
ISSN0022-0272
DOIs
Publication statusPublished - 2024

Keywords

  • 1968
  • Upper secondary school
  • negotiations surrounding curriculum
  • student exam papers

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