Abstract
Teaching history in schools can be a significant policy instrument for shaping the identities of future citizens. The Danish curriculum for teaching history of 2009 aims at strengthening a sense of “Danishness” which calls for theoretical analysis. Focusing on this particular case, the paper develops a political theoretical frame for evaluating such strategies. While David Miller sees promoting a national identity to be a legitimate strategy of citizen formation in a liberal democracy, this view has been challenged by, among others, Arash Abizadeh. Miller could answer Abizadeh's challenges if the debate is viewed in a pedagogical context where children are in the process of citizen formation. Their debate offers central elements to the evaluative frame; the final developed frame includes cooperative practices.
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