Thomas Gitz-Johansen

Education of Ethnic Minority Children in Denmark: Monocultural Hegemony and Counter Positions.

This paper explores the dominant approach to education of ethnic minorities in Denmark. Using the concept of hegemony and the political‐science distinction between monocultural and multicultural positions as approaches towards a situation of increasing linguistic, ethnic and cultural diversity, the paper shows how a monocultural approach has become hegemonic in policy initiatives and legal documents. This hegemony is achieved by understanding ethnic, cultural and linguistic diversions from established norms in terms of deprivation. In this way, educational institutions and ‘majority society’ as such are protected from criticism and structural changes towards multiculturalism and the recognition of the linguistic and cultural rights of minority groups. Alternative and competing positions exist in the research literature in the field, but this literature has been excluded from the level of policy and public administration.

Architecture, pedagogy and children: The intersection between different action programs in school

Architecture, pedagogy and children the intersection between different action programs in school

Bruce Springsteen as a Symbol: Containment, Fatherhood, and Manhood

ABSTRACT The article explores how Bruce Springsteen and his music function as a symbol. The article first presents the Jungian theory of symbols and of music as a conveyer of the symbolic. The central argument of the article is that, by having achieved the status of a powerful symbol, Springsteen influences the psyche of his audience and functions as a psychological resource. Although the author makes no claim to cover the entire symbolic potential of Springsteen and his music, he identifies and discusses three central themes: a symbol of containment, fatherhood, and manhood. The evidence is drawn from statements made by his audience in currently available resources and from a series of the author’s dreams.

Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jungs own engagement with the field of education and ending with later post-Jungian applications of his concepts and ideas to education.