Tertium Comparationis: Issue 1/2026, 32. Volume

This article examines the German and Danish minorities in the Danish-German-Danish border region Sønderjylland-Schleswig with a focus on their historical development, educational institutions, and the related questions and challenges of belonging. Particular attention is given to the evolving field of minority pedagogy and to the specific didactic approaches required to foster and sustain a sense of minority identity and affiliation. The analysis addresses how the minorities emerged and are organized today, what constitutes minority education, and how pedagogical practices tailored to minority contexts contribute to processes of identity formation and regional belonging. Furthermore, the article explores how civic education is concretely implemented in the subject of social studies within minority schools. In conclusion, we briefly discuss the extent to which the minorities of the German-Danish border region can serve as case studies for addressing questions of belonging in an increasingly heterogeneous world.

Keywords
minority education, identity, belonging, schooling