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Race Ethnicity and Education Volume 15, 2012 - Issue 4
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Articles

‘Human potential’ and progressive pedagogy: a long cultural history of the ambiguity of ‘race’ and ‘intelligence’

Trine Øland Education Section, Department of Media, Cognition and Communication, The University of Copenhagen, DenmarkCorrespondence[email protected]
Pages 561-585 | Published online: 23 Nov 2011

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Read on this site (4)

Marta Padovan-Özdemir & Trine Øland. (2022) Denied, but effective – stock stories in Danish welfare work with refugees. Race Ethnicity and Education 25:2, pages 212-230.
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Mante Vertelyte & Dorthe Staunæs. (2021) From tolerance work to pedagogies of unease: affective investments in Danish antiracist education. Nordic Journal of Studies in Educational Policy 7:3, pages 126-135.
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Jin Hui Li. (2021) The lived class and racialization – histories of ‘foreign workers’ children’s’ school experiences in Denmark. Nordic Journal of Studies in Educational Policy 7:3, pages 190-199.
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Helle Bjerg. (2013) Staging the future – potentializing the self. International Journal of Qualitative Studies in Education 26:9, pages 1169-1191.
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Articles from other publishers (2)

Lone Bæk Brønsted & Karen Mathilde Prins. (2023) Editorial: social pedagogy and anti-extremism/anti-terrorism. International Journal of Social Pedagogy 12:1.
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Jin Hui Li & Nanna Ramsing Enemark. (2021) Educating to belong: Policy and practice of mother-tongue instruction for migrant students in the Danish welfare state. European Educational Research Journal 22:1, pages 114-132.
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