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Øland: A state ethnography of progressivism 67
! Thread three: The force and potential of culture; expressing and reforming the
child
‘The school for kindergarten teachers’ 1928-1960 (Kursus for småbørnspædago-
ger, called Kursus – a private educational institute until 1960);
! Thread four: Psychologisation of the school; experts and applied science –
civilising the teacher
Royal Danish School of Educational Studies 1930-1960 (Statens hhv. Danmarks
lærerhøjskole, DLH)
Emdrupborg school 1948-1960 (Emdrupborg skole)
Emdrupborg teacher-training college 1949-1960 (Statsseminariet på Emdrupborg,
SpE)
The Danish National Institute for Educational Research 1954-1960 (Danmarks
Pædagogiske Institut, DPI).
Figure 1 below portrays the network of events, e.g., societies, associations, institutes
and institutions and the way in which they are constructed according to the analyti-
cal threads. Moreover, the main figures, i.e., the people circulating and attending
significant activities and governing bodies etc., are indicated by initials referring to a
record of 27 people: their names, professions, social origin (father’s occupation) etc.
– cf. record 1 below as well. 6 The main figures are selected due to the fact that they
were driving forces in a variety of the events or due to the fact that they primarily
were a central professional figure as regard one of the significant events.
6 In addition, this network is further explored through a collective biography of the approximately 700
school pedagogues that are encircled, using existing biographical dictionaries and other sources.
These data concern the individuals and their characteristics, e.g., social origin, educational background,
specific points of views regarding prescriptive pedagogical theory, scientific inspiration, the
child’s nature, the purpose of school etc. This part of the research examines the history and the structure
of the field in detail and is in preparation, February 2010.