Concerns are growing among historians and educators regarding the Danish education system’s approach to teaching the colonial period, particularly the history of the slave trade and its impacts. Many argue that current curriculum requirements inadvertently glorify a complex past while failing to address the darker sides of Denmark’s history as a colonial power.
Educational Gaps in the Teaching Requirements on Colonial History
An increasing number of historians and educators are voicing their concerns over the teaching requirements pertaining to Denmark’s colonial period in public schools, as the slave trade is often overlooked, despite its brutality.
Despite its significance, the curriculum for Danish public schools does not explicitly require teaching about the slave trade. Rikke Johansen, the history teacher at Havdrup School and with over 20 years of teaching experience, advocates for a reevaluation of how these historical topics are approached. She emphasized the need to focus on the consequences of Denmark’s actions as a colonial power, arguing that the narrative should not glorify this dark chapter in history.
The educational mandate outlines a “canon list” containing 30 historical milestones determined by the Ministry of Education, including key events like the Jelling Stone, the Storming of Dybbøl, and September 11, 2001. Among these entries is a point regarding Denmark’s colonial period, stating that the Danish king prohibited the slave trade in the Danish West Indies in 1792, effective from 1803. While the trade effectively ceased, slavery persisted well into the 19th century.
Over 49% of respondents in a recent Epinion survey commissioned by DR acknowledged that they possess little to no knowledge about Denmark’s history as a colonial power. This alarming statistic highlights a significant educational gap.
Concerns Over a Glorified Historical Narrative
Several history teachers and historians have criticized the phrasing used in the educational guidelines, describing it as problematic. Pernille Røge, a historian and lecturer at Pittsburgh University, noted, “The perspective we choose to take tends to dwell on the positive aspects of a very complex history, failing to address why we were a slave-trading nation.” This selective historical narrative creates a distorted understanding of Denmark’s past, contributing to misconceptions about its identity today.
Røge’s comments resonate deeply, particularly given that numerous historical milestones proposed in the canon list, such as the abolition of feudal bonds and women’s suffrage, also face criticism for being framed positively without adequate contextual understanding. She stated, “It’s almost as if these points are taken out of a crucial historical context, transforming history into a collection of glorified moments.”
Jakob Ragnvald, the chairman of the Association of History and Social Science Teachers (Falihos), reiterated this sentiment, describing the canon list as a politically charged document promoting a nationalistic narrative that glosses over the complexities of Denmark’s colonial history.
Nuancing the Historical Curriculum
Ragnvald emphasized the importance of addressing not only the positive contributions but also the darker chapters of Danish history. He asserts that it is vital for students to gain a comprehensive understanding, fostering awareness of both the “shining moments” and the “dark periods.”
Rikke Johansen believes that the point regarding the slave trade ought to be reconsidered in future discussions regarding educational curriculum. She suggested focusing on the impact of Denmark’s colonial rule on formerly enslaved individuals today. Røge echoed this call for reform, advocating for a dedicated section on Denmark’s colonial activities and its implications for future generations.
Currently, public schools are revisiting their future lesson plans, but the Ministry of Education has indicated that adjustments to the existing historical canon are not forthcoming. Though the debate is ongoing, it has initiated widespread discussions about the representation of history in Danish academia.
Twenty-three percent of Danes report that their primary source of knowledge about the colonial era comes from the public school system, while only 20% cite the media and 13% rely on self-study.
