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Osborn et al. (2003) conducted a study comparing the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. As part of their study they looked specifically at the classroom context as a reflection of national values. One aspect of this was examining teacher–pupil relationships. Before discussing their findings, how are these three countries characterized according to Hofstede’s cultural model? How might these dimensions of national culture shape the classroom environment and the teacher–pupil relationship in particular?
Denmark has a PDI score of 18, France 68, and the United Kingdom 35. In terms of individualism, the UK is the most individualistic with a score of 89. This is followed by Denmark with a score of 74 and then France with a score of 71. Finally, the most masculine of the three is the UK with a score of 66, followed by France with a score of 43 and then at the bottom is Denmark with a score of 16 (Hofstede et al., 2010).
Osborn et al. (2003, p. 115) found the following:
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