Colonial figures in metropolitan pedagogy. A layer in the “education for all” model, Denmark 1880s–1930s

In late 19th- and early 20th-century Denmark along with the emerging decolonization, colonial imaginaries became an inspiration for the social cohesion strategies pursued through education. This formed part of developing Denmark from an absolutist and colonial power into a modern Nordic nation- and welfare state governed by parliamentary democracy. The endeavor called for frameworks for becoming a citizen, and for narratives of citizenry across social difference while still maintaining difference. Among the creators of pedagogical narratives that draw on colonial imaginaries were missionaries and civil servants who had served in the colonial terrain. Also, public intellectuals with no social history tied to the colonial terrain were among the actors who dispersed colonial figures as curricular content and inspiration for pedagogical methods when aiming at educating the “homely” masses to the new state and society. Drawing on Stoler’s conceptualization of how colonial experience was put to work in the metropolitan terrain, and based on sources such as textbooks, handbooks and public enlightenment publications, the article explores how colonial figures were used in pedagogical narratives and discusses how this can be understood in light of the social and educational challenges in the early and preconditional years of the Danish nation welfare state.