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BILAG 3 KFOR 21, størrelsesmæssig fordeling <strong>af</strong> soldater pr. enhed Staben MP, Militær Politi ledende officerer og dertilhørende en officer, sergenter og konstabler. otte sergenter. MECH-INFKP, Mekanisk Infanteristkompagni få officerer, hovedsageligt konstabler og dertilhørende gruppefører-sergenter. Inddelt i tre kamptropdelinger, en morter- og støttedeling, forsyning og kommandokontor. STKP, Stabskompagni få officerer, hovedsageligt konstabler og dertilhørende gruppefører-sergenter. Inddelt i under<strong>af</strong>delinger; infirmeri/sanitet, bjærgning/transport, mekanikere, ingeniørtropper, forsyning og kommandokontor. LMT, NSE, LSE, Liaison Monitoring Team, Nationalt Støtte Element Lejr Støtte Element ligeligt fordelt antal få officerer, hovedsageligt officerer, sergenter få sergenter, hovedsageligt civilt ansatte. og konstabler. konstabler. 88
BILAG 4 Abstract in English The life of soldiers on international missions is the overall interest in this thesis. Having spent three months conducting anthropological fieldwork and living amongst the soldiers of the Danish Battalion in NATO’s Kosovo Force in the autumn of 2009, I took part of this life myself, as a student of social sciences. I have chosen to look at the professional and personal development, Danish soldiers go through when they are deployed on an international mission - through exercise drills prior to deployment and through socialization in the military community during the deployment. Keeping a balance between military and civilian life is important towards the personal development-process and creation of identity. The soldier must make himself 'at home' in the various roles he is placed in, both in his personal and professional life. I will bring a pedagogical-anthropological perspective on the process of identity creation which the soldiers go through during their deployment. The empirical data used in this thesis was produced by: actively taking part of the life and work of deployed soldiers in Kosovo, by making written and photographic observations, recorded conversations and interviews as well as questionnaires filled out by 1/5 of the Danish Battalion, carefully given out by taking account to age, gender, function and rank to ensure a statistically useful overview of the battalion. Chapter 1 consists of the anthropological, pedagogical, sociological and psychological theory and methods that have been used in both the fieldwork process and the analytical process, producing and analyzing empirical data. In this chapter, I also explain the process of becoming a soldier again, as I was once a private in The Danish Army, but never deployed as one. I also explain the influence my gender, as a woman, had on a field of informants, where most were men, as well as how this came to influence the empirical data available to me. Along with this comes the influence of my education as a social scientist and how many informants among the soldiers treated me as a therapist or older sister as well as co-worker. While in uniform, I was one of them, yet not, as my function was not the same as theirs. 89
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GOOD MORNING KOSO-NAM Et feltstudie
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INDHOLDSFORTEGNELSE Indledning Prob
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INDLEDNING Danske soldater har side
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soldaters, holdning til ikke at lad
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For at besvare denne vil jeg i anal
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Specialets tema er opdelt i to hove
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udsendelsen noget andet, end det ha
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var et tydeligt skel på dem ”der
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god idé og fik som 20 årig udleve
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Som førnævnt var dansk distinktio
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I den deling, der fungerede som pri
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altid er velkomne 9 . At jeg var de
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Som Powdermaker dansede, deltog jeg
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KAPITEL 2: Militæret som instituti
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Fra primitiv til moderne krig Antro
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Som et yderligere eksempel på arve
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Krigens motiv skal være tydeligt o
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En interessant observation blandt d
Page 37 and 38: selv opretholder en forbindelse til
Page 39 and 40: As James Elkins writes in his book,
Page 41 and 42: frem for at journalister redigerer
Page 43 and 44: overfor soldaten betegne, hvad det
Page 45 and 46: kampsoldat, der ønskede at arbejde
Page 47 and 48: var en fredelig krigszone. Dog ople
Page 49 and 50: den amerikanske lejr i Kosovo, det
Page 51 and 52: missioner 25 som hun kaldte dem, fo
Page 53 and 54: ordene og fodbold på den anden sid
Page 55 and 56: værdsat af andre, fordi det lykkes
Page 57 and 58: Som eks. kan nævnes en officer, de
Page 59 and 60: personligheder”(Jenkins 2006:68).
Page 61 and 62: slagmarken i forberedelse på det k
Page 63 and 64: gøre at kommunikere frem og tilbag
Page 65 and 66: I en artikel i Psyke & Logos, årga
Page 67 and 68: manglen af noget fysisk opbakning h
Page 69 and 70: Hvorledes soldaterne kombinerede de
Page 71 and 72: PLA2: Nej, ikke klaget, men… nej.
Page 73 and 74: at bruge også. Det er muligheden f
Page 75 and 76: Børn - det er noget der tager utro
Page 77 and 78: Usikkerheden omkring fortsat ansæt
Page 79 and 80: Hvilke ulemper oplever du at have s
Page 81 and 82: den kategori.” Selv seniorsergent
Page 83 and 84: KONKLUSION Formålet med dette spec
Page 85 and 86: EPILOG Feltdagbog 15/6 2011. Morgen
Page 87: BILAG 2 Rangfordeling i Hæren Efte
Page 91 and 92: LITTERATURLISTE Brake, Mike 1980: T
Page 93: HJEMMESIDER Berlingske Tidende: htt
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