Tertium Comparationis: Issue 1/2026, 32. Volume

This article examines school-based constructions of belonging in the German-Danish border region from a international comparative perspective, focusing on the Danish minority in South Schleswig and the German minority in North Schleswig. In this context, belonging to one of the minorities—and attending the corresponding schools—is based on the principle of freedom of affiliation. This principle allows individuals to self-identify with a minority group, regardless of national citizenship or ethnic heritage. The study explores how belonging is negotiated and practiced within this unique educational landscape. Drawing on an exploratory case study of two minority schools—one German, one Danish—the research is based on guided interviews, participant observations, and document analysis. Findings reveal that belonging is not conceptualized as formal membership but rather as an active process. It is performed and negotiated through cultural and linguistic engagement and shaped by a shared orientation toward the Danish educational system. This system emphasizes informality, community, and participation, extending well beyond classroom instruction.

Keywords
Minority school, borderland, belonging, figuration, qualitative educational research