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The article deals with ethnic representations in a textbook for the teaching of Danish, more specifically representations of non-Danish ethnicity both within and without the borders of Denmark. The textbook is one the most used textbooks in Danish L1: Fandango 7 – Vinkler på dansk [Fandango 7 – Perspectives on Danish], and it aims at grade 7, i.e. students at age levels 13+.The theoretical perspectives of the study focus on knowledge as constructions (in learning materials), textual representations of ethnicity, and textual representations of memory places. The general analytical approach is Critical Discourse Analysis (CDA) (Fairclough, 1992), coupled with concrete textbook analytical methodology derived from Risager 2014. The analysis of Fandango shows that the textbook constructs hierarchies of representations of the world structured by the national border. By and large, text and illustrations related to the world outside the borders of Denmark are about disasters, war, conflicts and problems. Within the borders of Denmark, life is represented as safe. The result, I argue, is a nationally oriented representation of Denmark leaving only very few opportunities for dialogue between learners in multicultural classrooms and for dealing with issues related to multicultural (multiethnic, multilingual and multifaith) society and its transformations during processes of globalization. |
