Pedagogized Muslimness

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Becoming Danish or Muslim can be learned within the secular school system. This study examines how social structure and the politics of identity and knowledge related to religion intersect in the Danish comprehensive school post-9/11. Through detailed observations in two Copenhagen schools, insights are provided into how the Nordic model of schooling functions in daily life and its effects. It reveals how knowledge is produced in schools and how these institutions serve as arenas for creating and distributing social differences. The ideal pupil is one who articulates their identity, acting as a subject, or who accepts the teacher's framing, thus becoming an object for knowledge generation. Pupils identified as 'Muslim' are particularly scrutinized, reflecting decades of viewing this group as both special subjects and obstacles in education. By the late 1970s and early 1980s, children of migrants were defined by their parents' labor market status, often seen as 'foreign workers' with limited language skills. Amid moral panics surrounding 'Muslims' and 'Muslim children', this has led to a knowledge formation centered on culture and religion. The study illustrates how school-produced Muslimness, within the classroom's pedagogical social economy, influences social class dynamics.