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  • Author or Editor: Karen E. Andreasen x
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Abstract

After World War II, thousands of German refugees came to Denmark in 1945 where they were placed in closed camps around the country. Isolated from the surrounding society they represented the kind of extreme exclusion that is seen today in many places around the world in camps for people fleeing for instance war. In the Danish refugee camps after World War II, the education and information activities, also in the sense of enlightenment, for the German residents were considered important. In the planning of these activities, some of the same questions that reform pedagogy was also concerned with, namely upbringing and education for democracy and citizenship in states with non-authoritarian systems of government, played an important role. In this light, the education and information activities in the camps for German refugees after World War II in Denmark are relevant to study as a case, and are analysed in the chapter on the basis of different kinds of historical documentation inspired by and incorporating concepts from the theory of the spatial turn as well as Foucault. The activities might be interpreted as an example of exceptionalism, but the analysis shows that they to a large extent can be understood as a product of historical, and specifically educational-historical, conditions in the contemporary world nationally as well as internationally.

In: Islands of Extreme Exclusion
The Pedagogical Preparation for Collective Mass Violence
This book shows that education does not only prepare war, but defines its character for future generations.
Pointing out the intricate interconnetion with the various practices of education this volume offers in-depth studies of war and education in several chronological and geographical contexts. Tying in with the latest state of the art the authors offer examples for education for war, education in war and education for reconciliation in the aftermath of wars from a global perspective.