This study investigated 282 eight- to twelve-year-old Danish majority children's judgments and justifications of exclusion based on gender and ethnicity (i.e., Danish majority children and ethnic-minority children of a Muslim background). Children's judgments and reasoning varied with the perpetrator of the exclusion and the social identity of the…

Denmark's commitment to childhood characterized by equality, democracy, and social cooperation stands in stark contrast to public discourse about immigrant children, who are sometimes branded with negative stereotypes and cast as the cause of school problems. This study examined ethnic-group membership, ethnicity salience, and peer preferences of…

This article examines how kindergarten-children are differentiated and segregated through vocal practices and processes. The analysis is based on empirical data, which originate from a long ethnographic fieldwork in Denmark. The author presents two different language tones: "a teaching tone and an exchange tone" and shows a pattern in…

Describes two curriculum experiments involving New York City Puerto Rican children and Danish Palestinian boys, examining a pedagogic approach that relied on Vygotsky's zone of proximal development, noting how this approach was applied to take into account cultural and social differences within and between ethnic groups, and discussing how the…

The personal aspect of knowledge--the everyday concepts--is located in the life setting of a person. These personal concepts are the foundation for the child's appropriation of subject matter concepts that qualify the child's personal concept so they can function as theoretical concepts. However, subject matter concepts are not universal, they are…