Preface
This material has been prepared by the vice president of
Folkevirke, cand. pæd. Jeanne Bau-Madsen with inspiration from
Desiré Hatunginamana. With basis in three project days titled
"Everyday Democracy", Folkevirke has wished to focus on the
problems that refugees and immigrants encounter when coming from
totalitarian regimes and in Denmark meet with the Danish
democracy.
Introduction
The debate material "Everyday Democracy" gives ideas for
five different study groups. To assure clarity, an introduction is
given with a brief explanation of what a study group is. We also
refer to "Studiekreds-håndbogen" (Study group manual) written by
Jeanne Bau-Madsen and published by Dansk Folkeoplysnings Samråd
(Danish Consultation for General Education) 2009.
The ideas for the topics for the study groups were generated in
connection with Folkevirke's project days "Everyday Democracy". The
participants during these days were resident refugees/immigrants
from various countries in the Middle East and Africa. Also
interested members of Folkevirke were present. During the project
days, the participants attended lectures and debate introductions
from different representatives of the public Denmark whom citizens
of Denmark encounter daily.
The topics for the study groups were generated from the subsequent
debate.
It is Folkevirke's hope that this material will inspire Danes and
new-Danes to assemble in study groups and thus get wiser on
"Everyday Democracy".
Folkevirke offers a consultant on stand-by with good advice if any
practical problems should occur.
The teaching material consists of proposals for topics for study
groups. For every study group, an example is given on a shared
knowledge as basis for the work. Furthermore, there are examples on
questions which can create a basis for the discussions to take
place in the study group.
Finally, there are suggestions for evaluation of the work in the
study group.
About Folkeoplysningsloven (The law on General Education)
If the participants of the study group want grants from the
municipality and classrooms at disposal, this is possible if they
fulfil the rules as per the Law on General Education.
In the existing Law on General Education it states
that:
An association for General Education must
1) have a formulated purpose with the formation of
the association, written in the rules,
2) offer general adult educational activities according to
this law,
3) have a committee,
4) be built up democratically,
5) be based on active membership and with minimum five paying
members,
6) fundamentally be open to anyone who accepts the purpose of
the association,
7) be resident in the granting municipality and
8) offer activities of public utility and continuity.
Distribution of grants
§ 6. The municipal council annually determines and
distributes a margin of expenditure for
1) the general adult education, cf. chapter 4, and
2) the voluntary general adult educative work of associations, cf.
chapter 5.
Par.2.The municipal council can decide that parts of the margin of
expenditure mentioned in par.1 must be spent on more explicit
purposes within the field of the law.
Assignment of public rooms and outdoor facilities
§ 21. To the independent general adult educative enterprises, the
Committee for General Education assigns the available and for the
purpose suitable public rooms, including sports centres and other
centres as well as outdoor grounds located within the municipality
and which belong to
1) the municipality,
2) the region or
3) the State.
See the entire current law on www.retsinformation.dk
It is also recommended to contact the Committee for General
Education within your home municipality to obtain information on
application forms and closing dates for applications.
How a study group functions
A study group may be defined as a group of people who - through
the independent work of the participants - elucidates various
topics on the basis of specially selected study material. In the
study group, the participants get the possibility to get to know
themselves and recognize their own talents and limitations during
the interaction with other participants, regardless of cultural and
social barriers and difference in age. In this process, many
talents are rendered visible. The objective for the work of the
group is to examine a common topic which interests everyone. The
purpose is to acquire knowledge of and insight in political,
cultural and social coherences. The participants will acquire
knowledge which enables them to take part in the democratic process
and hence obtain influence upon their own life conditions. In the
study group, the dialogue, the discussion and the argumentation are
used - all being forms of the dialogue which is a part of the
democratic form of life.
The democratic dialogue
The dialogue is a conversation between two parties where
opinions are exchanged about a defined topic. Remember that you do
not have to agree!
The discussion is an exchange of views between several
parties.
The argumentation is a production of evidence which can be used in
the dialogue and the discussion. It is said that an argument is
logically valid if the conclusion builds on premises - assumptions
- which are all true.
Beneath are some examples on different forms of
arguments:
• Argumentation trick: Here a person is singled out whom
the audience respects.
• Argument of happiness: Here the speaker promises his
audience improved conditions.
• Argument of threat: Here the speaker threatens his
audience.
• Argument of quantity: Here you refer to something which many
people have in common.
It is not unimportant how you address each other. There are
three classical forms of appeal:
• Logos: You appeal to the intellect
and reason of the audience
• Etos: You appeal to the feelings of the
audience. The speaker attempts to win the benevolence of the
audience and to reassure them by appearing sincere and
reliable.
• Patos: You appeal to the feelings of the
audience. The purpose, though, is not to reassure but to arouse
feelings like anger, joy or excitement.
Why a study group?
The purpose of a study group is to motivate the
participants to perform an independent piece of work as well as to
analyze and to evaluate. The benefit of the group's work is not
measurable because the benefit and the conclusions of the work will
differ between the various participants, even though based on the
same data, because the participants have different personal
experiences, attitudes and opinions. It is of course a fact that
the more different the participants are, the more dynamic the study
group becomes. But the participants cannot differ so much that they
fail to understand each other. This may happen if the participants
have a different cultural background, i.e. come from different
countries or belong to different religions and thus have different
social and ethical standards. In a well-functioning study group,
everybody's contributions are equal and the conversation takes
place according to a pre-determined set of rules which allows room
for everyone. Besides new skills, the participants acquire
self-esteem and practice in expressing their own opinions. They
acquire the experience in navigation which is necessary to
participate in social life. You may call the study group "the
workshop of democracy".
How many?
If you want a well-functioning and dynamic study
group, a group of five participants is too small. 10-12
persons would be ideal. There will be more possibilities for
different work patterns. Team work, f. inst., is more intriguing
with more than a single team. Discussions will be more interesting
with increased possibilities for different opinions and approaches.
If the group exceeds 12 persons, you may risk to be forced to
ration the speaking time in order for everyone to get the floor and
have the possibility to reply. Regarding the economy, it is easier
to make ends meet with a larger number. So it is necessary to take
both economy and working methods into consideration before deciding
on the number of participants.
Introductions to topics for study groups
When you wish to start a study group and have agreed on
the topic, it is a good idea to base it on shared knowledge.
Therefore, for every topic, there is an introduction to how to
acquire this knowledge.
Evaluation
An evaluation is an appraisal of the work in the study group.
The evaluation can be made anonymously on a questionnaire or
through conversation. Hopefully there is so much trust and
frankness between the participants that the anonymous evaluation is
superfluous. Remember that criticism is healthy and useful when
realistic and professional. The evaluation can both be an appraisal
of the professional substance of the study group and of how it
functions socially.
The evaluation can have two purposes. You either talk of an
evaluation as the basis for action or an evaluation as the basis
for control.
Evaluation as the basis for action
The purpose of this form of evaluation of the work in the
study group is to create the best possible basis to constantly
improve the work in the group. The evaluation includes appraisal of
the planning, the course, the material used and the priorities of
the substance. By comparing knowledge in these fields, a broad
basis is created for the current efforts to reach the best
conditions for the study group to turn out successfully.
Internal evaluation
This form of evaluation is called current internal
evaluation. It goes on continuously in open collaboration between
the participants in the group.
The following questions may be asked at the current
evaluation:
• Do you find the work in the study group
interesting?
• Is the working atmosphere during the meetings sufficiently
good?
• Are the chosen working methods okay?
• Do you feel well informed about what is going on, also when
you are absent?
• How does the communication function in the group?
Many more questions could be mentioned but experience shows that
the questions will arise automatically during the meetings of the
study group.
Evaluation as the basis for control
Product evaluation
This form of evaluation is also called product evaluation
or external evaluation and usually does not take place until the
last meeting of the study group or when the meeting sequence is
terminated. The evaluation can be used as basis for next year's
study group and can be made by all participants or by the group who
wishes to continue the work next season.
Here more overall questions should be asked, such as:
• Did we answer the questions asked in the beginning of the
course?
• Did the study group function socially?
• Did the participants handle the tasks which they had taken
on?
• Were the facilities satisfactory?
• Did the participants improve their navigation, did they
obtain navigation experiences?
• Did the participants gain self confidence?
• Did the participants get better at expressing their
views?
In the product evaluation it is necessary to ask the questions
which can help make next year's study group even better.
Introduction to a study group on democracy
Scandinavian democracy
Throughout about 160 years, the Danes have trained to be
democratic people who live with and according to the constitution
which Denmark received in 1849.
But what is the meaning of the word democracy?
The word is Greek. Demos means: people. Kratos: power,
command.
Who are the "people"? First and foremost the adult part of the
population. In ancient Greece, women, slaves and free foreigners
were not allowed to participate in the democratic process. It is
actually not until the 20th century that demos includes all adult
citizens in the existing democracies.
It is the western democracies who set the agenda these years. We
are the ones who define what democracy is and what it implies. We
demand that human rights - which we have defined - are respected;
that democracy - which we have defined - is imposed in the
countries that we shall trade with, to whom we shall lend money or
in other ways communicate with.
An example of different interpretations of the word democracy could
be that the former East Germany named itself the German Democratic
Republic. In spite of its name, this state did not fulfil the
western demands made on a democratic republic. Right before the
collapse of the Berlin Wall, the DDR held elections which were
supervised by foreign observers. At one of the polling stations, an
old man showed up and was handed his voting paper. He returned it
without having used it and left the room. 15 minutes later he came
back, received his voting paper, voted and left. When the observer
asked him the reason for his behaviour, he replied that he had gone
home to fetch his glasses. Never before had he seen a voting paper
with multiple choices!
After the collapse of the Berlin Wall and the end of the Cold War,
many countries in the Third World suddenly saw the financial
backing which they had received from either USA or USSR
vanish.
At the same time, the World Bank laid down new conditions for
states to obtain loans. It was now demanded that the economy be
privatized and liberalized; that the state apparatus be made
efficient and that the decision-making processes be
democratized.
This was the reason that many developing countries suddenly took
the road to democracy, to avoid a total collapse. Political parties
were founded and free elections were held but rarely with lasting
results. Often the military or former leaders interfered with the
elections if the results did not turn out to their satisfaction.
Here you may think of the state of affairs in Algeria in 1992,
Turkey in 1997 and Congo in 1997, among others.
It has become evident that a population does not turn into
democrats by introducing them to freedom of speech, religious
liberty, freedom of assembly and free elections. That is something
you need to learn and be educated for!
Until 1849, Denmark was ruled by an autocratic king, although
consultative assemblies of the Estates of the Realm had existed
since 1834. The assemblies met in Roskilde, Viborg, Slesvig and
Itzehoe. The electorates were landowners in the boroughs, squires
and yeomen. Minimum age was 25 to vote and 30 to be elected.
Women and servants had neither the right to vote nor the
possibility to be elected.
The meetings in the assemblies were held behind closed doors. And
they were only consultative to the king/ government who continued
to be legislative.
The assemblies of the Estates of the Realm had the influence,
though, that the members acquired greater insight in the political
process. Political movements began to form and even though
political debates were difficult due to the censorship of the
press, newspapers and weekly magazines were published with demands
for introduction of political democracy.
During 1848, a constitutional assembly was founded who in 1849
submitted a constitutional proposal. The fathers of the proposal
had had en eye to the Belgian constitution when they framed this
constitution which was the most liberal in Europe.
The Danish State Constitution was passed on May 25 1849 and
was signed by King Frederik VII on June 5 1849.
The Constitution is not a thick book but it ensures that the
legislative, the executive and the judicial powers are divided. In
Denmark that means that the Parliament passes the laws; the
government proposes the laws, rules according to the laws and sees
to that the laws be effectuated and that the courts of justice
judge by the laws.
Furthermore, the Constitution ensures, among
others:
• universal voting right to the people (cap. IV,
par.29),
• religious liberty (cap. VII, par.67),
• personal liberty (cap. VIII, par. 71),
• freedom of assembly (cap. VIII, par. 79),
• equality (cap. VIII, par. 83) and
• freedom of speech (cap. VIII, par. 77).
• It also ensures compulsory education and the right to free
education (cap. VIII, par. 76).
It was, among others, the well-educated, lawyers, university
professors and the clergy who had been behind the demand for a free
constitution and they had participated in framing and implementing
it. Now a comprehensive task lay ahead in educating the Danish
people to participate in the democratic process.
The Constitution had come into existence during a civil war which
lasted for three years until 1850. The parties in this war were the
pro-German populations of Slesvig-Holstein and the Danes. In 1864
Denmark was involved in a war against Prussia and Austria. The
Danes lost the war and the Danish frontier now ran along Kongeåen.
Hereafter, the education of the people was linked to the national
education.
As a part of this education, the folk high school was created. The
oldest, Rødding Højskole, was opened back in 1844. These folk high
schools were based on the ideas of N.F.S. Grundtvig.
N.S.F. Grundtvig had the opinion that people - a nation -must be
created through a language and cultural fellowship. This was made
possible in the newly established folk high schools where the adult
rural population was to be made conscious of the national genius
and learn about history and culture.
The thoughts on the general education, the national genius and the
importance of the Danish language for the identity of the nation
had of course an even greater value after the defeat in 1864.
N.S.F. Grundtvig felt that a society must build on the
assumption that each single member voluntarily would carry his or
her responsibility for the development of the community. The State
was not to interfere because that would weaken the social bonds
keeping the society together. Consequently, N.F.S. Grundtvig felt
that military service should be voluntary.
By the end of the century, the political education of the Danish
people continued. Political parties and unions were established. In
1870 Venstre was founded, in 1871 Socialdemokratiet. In 1905
Venstre split and the smallholders formed their own party: Det
Radikale Venstre. In 1916 the Konservative Folkeparti was
established.
It was not until 1915 that the women finally obtained the right to
vote, together with farmhands and servants. Before that time,
people had lost their civil rights if f.inst. they had received
poor relief, were in prison or had gone bankrupt. In 1915 everyone
who had reached the age of majority got the right to vote.
In 1953 the Constitution was revised again. Landstinget was
abolished, Greenland and the Faroe Islands obtained equality with
the south-Danish nation and the ombudsman system was introduced.
Furthermore, we got female order of succession.
Amendments to the Constitution can only occur if two different
parliament sessions have passed the amendment. Thereafter, the
amendment must be sent to referendum where 40% (previously 45%) of
the voters must vote in favour.
After 160 years the Danes may claim that they have got a democratic
attitude to life and that they have become democrats in a
democratic nation. But still the Danes have to remember that the
education must be continued also in the new generations.
For democracy is not only a political form of government but a
lifestyle or as Hal Koch says in his book "Hvad er demokrati?"
("What is democracy?"):
"A political and economic democratization of society is not
sufficient if you are not capable of democratizing the people -
shaping, forming and educating them."
Where does this education take place?
Many places, such as in:
- political associations (who have very few members these
days),
- residents' associations,
- committees in f.inst. day nurseries, kindergartens and
schools.
If you want to seriously pinpoint where future democracies are
created, it is at home at the dinner tables and in the
schools.
Hal Koch stated: "Democracy is a lifestyle which you can gradually
acquire. The Constitution is not to be learned by heart; it is a
symbol and it is crucial that there is coverage for this symbol in
the popular life."
And what is then so special about the Scandinavian democracy?
First of all, they are very old democracies. Furthermore, they
belong to the evangelic-Lutheran church. That is stated in the
Danish Constitution. Thus the Queen is the head of the church in
Denmark. To be a protestant, to be raised in the protestant belief,
means that you learn that work comes before pleasure, that you pay
everyone his due, that you arrive in time and that you keep your
appointments.
That work comes before for instance hospitality is a fact which for
many who arrive in this country is very difficult to adjust
to.
In Denmark there is great equality between the citizens. We have no
really rich people and no really poor people - the taxation
authorities will see to that! We have the heaviest burden of
taxation in the world.
The Danes have wanted it this way but to preserve this equality it
demands for the citizens to show solidarity. That means that
everyone between the age of 20 and 65 are working and paying their
taxes.
It has turned out that this equality may be highly confusing if you
come from a country with great inequality. It appears for instance
on the labour market where it may be difficult to see who is the
boss. Even though the boss resembles his employees in his clothing,
walks around among them and uses an informal tone, he is in charge
and demands respect!
Suggestions for issues:
• What did you have to give up from your cultural
background in order to live in Denmark?
• Where have you met democracy in your everyday life?
• Which problems do you have when meeting with the Danish
democracy?
• Where do ethnic Danes see the biggest problems in the
confrontation with other cultures?
Introduction to a study group on
a country of organizations - Denmark
Folkevirke is an organization which has existed since 1944. The
organization was founded as a movement with the purpose to make
Danish women more actively engaged in the public life - meaning
participate in politics and the public debate. The founder of
Folkevirke was Bodil Koch who later became a social-democratic
minister for Ecclesiastical and Cultural Affairs. Even though the
purpose of Folkevirke has been fulfilled, several hundred Danish
women all over the country participate in Folkevirke's work.
Folkevirke cuts across party lines and performs political, social
and cultural education. Characteristic for Folkevirke is the open
door - everyone is welcome!
By participating in the work of an organization, you become part of
a community spirit. Here you meet around something common. In
Denmark there are about 300.000 organizations, and two out of three
Danes are members of one or more organizations. In Denmark,
everyone has a right to found an organization. The tasks within the
organization are based upon voluntary work and are thus
honorary. On the other hand, voluntary work in an
organization looks good on the CV!
In Denmark, voluntary work is normal and the Scandinavian countries
are far ahead with regards to participating in voluntary
work.
See more about the Danish organizations on www.denstoredanske.dk
under "foreninger".
In many Danish municipalities, a ForeningsGuide (Organization
Consultant) has been engaged. As a start to the study group, the
group may invite a local organization consultant to present an
introduction. Check on the internet if your municipality has a
ForeningsGuide.
Suggestions for issues:
• How do you form an organization?
• What is voluntary work?
• How can you participate in voluntary work?
• Does engagement in voluntary work have any influence on the
possibilities on the labour market?
Introduction to a study group on health
As basis for a study group with the topic Health we refer to
Folkevirke's cultural magazine "Folkevirke" no. 1 from 2010. Below
follows an article by Nurse Regitze Jensen. The entire magazine is
interesting, though, in connection with a discussion about the
health services in Denmark seen through the eyes of an
immigrant.
When times comes or goes
An area where the cultural differences emerge is the
conception of time.
Time is important in Denmark.
You say "Time is money", "Time passes" - or "Time runs" depending
on how busy you are - and you often hear the remark "I do not have
the time".
Basically the Danes' idea of time is that it is something valuable,
something which disappears and therefore you must spend the time
right.
In other cultures, time is conceived as infinite - there are oceans
of time - and time is something which appears all the time. In
those cultures the population feels that they cannot run out of
time because "new" time keeps coming up.
For most Danes, time is going or running, depending on how busy you
are. But that is a culturally determined conception. In many other
cultures, time is coming. New time keeps coming all the time - and
it is infinite.
This is a difference which has great significance for how, for
example, you prioritize your time - and thus also for if you care
very much in case you are late for an appointment.
In Denmark it is vital not to waste other people's time, so you
show up on time. I have a personal example of an appointment with a
new-Danish employee who had grown up in the Middle East.
She did not show up at the appointed time - or during the following
hours. But surprisingly enough, she showed up the following day -
at the appointed time.
When I pointed out that she was late, she said yes, she knew, but
now she was there so everything was alright. I answered no, because
I had been waiting for her the previous day and felt that I had
wasted my time.
The employee explained that she had met her sister-in-law who
needed practical help as her husband had been admitted to hospital.
This task - seen with the eyes of the employee - could not wait.
Therefore she had dropped the appointment with me.
But as new time keeps coming up, that was, from her point of view,
not a problem.
For me the incident was an eye-opener and in my private life I
often reflect about whether time comes or goes - and I also act
differently. Professionally I have no doubts that appointments must
be kept and that you must inform about a possible delay.
Suggestions for issues:
• In Africa and Asia, a treatment is an agreement between
the doctor and the family. How is it in Denmark?
• What is the meaning of confidentiality in the relation
between patient and doctor?
• How does the Danish health system function seen through the
eyes of an immigrant?
• What is special with regards to the Scandinavian democracy
and time? (See also Scandinavian democracy).
Introduction to a study group on Folkeskolen (Primary
School)
Denmark has a 10-year Primary School with compulsory education.
See www.retsinformation.dk
under Folkeskoleloven (the Law on Primary School)
The objects clause of the Primary School
From legal consecutive order no. 1195 of 30th November
2006:
§ 1. In cooperation with the parents, the Primary School must
provide the students with knowledge and proficiencies which:
Prepare them for higher education and give them the desire to learn
more; familiarize them with Danish culture and history; give them
understanding of other countries and cultures; contribute to their
understanding of the interaction between man and nature and further
the versatile development of each single student.
(2). The Primary School must apply working methods and create
conditions for experience, absorption and enterprise so that the
students develop their realization and imagination and obtain
confidence in their own possibilities and background to decide and
to act.
(3). The Primary School must prepare the students for
participation, co-responsibility, rights and duties in a society
with freedom and democracy. The school's activities must therefore
be characterized by intellectual liberty, equality and
democracy.
§ 2. The Primary School is a municipal assignment. The municipal
council is responsible for all children in the municipality to be
assured free education in the Primary School. The municipal council
defines, cf. §40 and §40 a, the objectives and conditions for the
schools' activities within this law.
(2). Within the given conditions, each school holds the
responsibility for the quality of the education according to the
purpose of the Primary School, cf. §1, and defines the organization
chart for the education.
(3). Students and parents cooperate with the school in fulfilling
the purpose of the Primary School.
Suggestions for issues:
• What is the parents' role in the Primary School?
• Does the objects clause of the Primary School take a modern
multi-cultural society into account?
• What are you doing to make you and your children good
democrats?
• Does the school have a co-responsibility to educate the
students to be good democrats?
Introduction to a study group on
child education and family structures
You talk about two different family structures:
• The arrangement family
• The traditional family
The arrangement family
In the modern family both parents are usually both on the
labour market and the children are being looked after outside their
home in a public child care system. Teenagers go to a club or look
after themselves. Therefore the modern family has to organize and
arrange their family life - become an arrangement family - and it
that way secure that everybody knows what the others are doing. The
family members jointly take care to carry out work tasks when
necessary and to maintain the necessary solicitude and mutual
support. Hence it is not a big disaster if either mom or dad is not
present for a couple of days.
Everyone in the family can take over the tasks and the family
functions!
The children learn to be independent at an early age - the very
young supervised by the parents, but gradually they get increased
freedom.
The traditional family
This type of family is also called the patriarchal family.
Here the father is the family's connection to the surrounding
society, among others because he has a job. The mother is the
home-keeper, takes care of the social life of the family and
educates the children. The sons are raised to become like their
father and the daughters like their mother. In this family pattern
nobody is indispensable as everyone has their role to fulfil.
This type of family does not do well in a modern, western society.
If the father does not have a job, he is a bad identification model
to his son. The daughters get less and less freedom when
approaching the marriageable age. If one of the parents is absent
from the family, there is nobody to take over the tasks which are
not carried out.
Many refugee and immigrant families live by the traditional family
model. This often causes problems when the family's children meet
friends at school who are more independent and have more
freedom.
Read more about Danish children, child education and the roles of
the grand-parents in the children's lives in Folkevirke
no.3/2001
Suggestions for issues:
• How do you raise children to be independent?
• How do you teach children freedom with responsibility?
• Why is it important that both mom and dad take part in the
parent consultations in kindergartens and schools?
• Who has the duty to set limits to the children?