Carsten Yndigegn

Political discussions with family and friends: Exploring the impact of political distance

Young peoples engagement in political discussions with parents and friends represents a significant component of the political socialization process and can be seen as an activity where they learn some very basic democratic skills. Based on data from qualitative interviews and a questionnaire survey, this article explores how young people experience political discussions in their everyday life. Our data indicate that young people who feel that their father, mother or friends, respectively, hold more distant political views are less likely to engage in political discussions with each of them. These findings support previous studies in political communication suggesting that people tend to avoid social situations where political disagreements are likely to appear. Furthermore, the results show that there are significant gender differences when analysing the role of the parents as political discussion partners.

Reviving Unfamiliarity—The Case of Public Resistance to the Establishment of the Danish–German Euroregion

In common sense perceptions of lay people, borders are perceived as essentialist, as things that demarcate inhabitants in one state from those in another, but being defined as state borders is too narrow a perspective on the spatial divisions of people. In sociological theory, borders are considered as social constructions. Borders are socially constructed; however, the kinds of constructions take on different forms. State borders―or political borders―initiate and work in a complex set of relations with other types of borders such as cultural, linguistic and economical. Whilst borders in political theory are considered the outcome of institutional processes, often as a consequence of political power struggles, for example, wars, borders are addressed differently in other theoretical approaches. A dominant paradigm in border studies perceives borders as social constructions created through both institutional practices and everyday social interaction. The social construction of borders takes place in the specific daily life interaction among people. The article focuses on two central concepts in its analytical strategy. First, the concept of unfamiliarity is introduced as a concept that addresses the mental categorizations that are created in interactions across borders. Second, the concept of “borderwork” by Rumford is introduced as an analytic tool in order to identify processes of border constructions in individuals’ daily interaction. The main aim of the article is to establish the relationship between borderwork and unfamiliarity. The analytical frame has been adapted to the specific case of introducing a Euroregion in the Danish–German border region, and it is demonstrated how interplay between unfamiliarity and borderwork may contribute to explain the resistance towards formal cross-border interaction. Furthermore, the case analysis draws attention towards the subtle mechanisms that contribute to maintaining borders as barriers in a formally debordered Europe.

Life Planning in the Periphery Life Chances and Life Perspectives for Young People in the Danish-German Border Region

Young people living in the Danish-German border region - a geographical periphery of Denmark - are at risk of being marginalized compared to those living in the urban centres. This has traditionally led to a mobility pattern where the ambitious young people move to the urban centres to better their life chances, while the others simply accept the opportunities open to them in their home district. The article questions this view of the spatial differentiation between young people resulting from the changes brought about by globalization. It investigates the diverse strategies of young people living in the border region in dealing with their life opportunities, and reflects upon the influencing factors such as the affiliation and connectedness of young people to their home area, the incentives to leave the home district and move to the urban centres versus staying in the area, the perception of the neighbouring country, and the motives behind going abroad for study or work.

Easing Access for Lifelong Learners: A Comparison of European Models for University Lifelong Learning.

Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the development in Denmark, Finland, Germany and England using a case study approach deploying data triangulation from a national and institutional perspective. It explores the extent/commonality of structural factors for easing access for students engaging in lifelong learning. The cases are at widely different stages, but the following factors were considered essential in all countries for opening universities: the establishment of transition paths from secondary education and working life into HE and links between HE, businesses and adult education from a national perspective and the recognition of all forms of learning, the flexibilization of study formats and the design of a curriculum that suits all from an institutional perspective.

The long shadows of the difficult past? How young people in Denmark, Finland and Germany remember WWII*

ABSTRACT This paper focuses on the question of how young people today evaluate the Second World War today and how this ‘difficult past’ determines their political attitudes. Furthermore, the channels through which the current young generation in Europe is informed about the events dating back to the first half of the twentieth century (e.g. parents and grandparents, schools, the media) are examined. The theoretical basis chosen for addressing these questions is the work of Mannheim (1928) on the formation of successive generations, and the theories of collective memories and identities of Eisenstadt and his followers. Our empirical evidence comes from a transnational comparison of young people’s memories of this difficult past in Denmark, Finland and Germany. From a historical perspective a comparison of the three countries is particularly interesting as they played different roles during the Second World War. The evidence highlights the different perceptions of history among youth and points to the absence of a common European understanding of what happened between 1939 and 1945. The empirical evidence comes from a research project (2011–2015) funded by the European Commission and covering 14 European countries. Its main focus has been on present-day young people’s perceptions of history and politics (MYPLACE = Memory, Youth, Political Legacy and Civic Engagement).

Luxembourg: An Emerging Cross-border Metropolitan Region

The case being analyzed is the metropolization of Luxembourg and the integration in its cross-border region. Luxembourg is a special case. It mainly developed through the growth of a specialized finance sector and the allocation of a number of central European institutions. Due to its limited territorial space and small population, Luxembourg has attracted foreign workers who partly settled in the country and partly commute to the city from neighboring areas beyond the border. The special niche character of Luxembourg’s development makes it vulnerable to external shocks, raising the question of it sustainability and future prospects for growth.