Danish School of Education

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Department of

Educational anthropology and Educational psychology

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built on the Master's degree programmes in Educational anthropology and Educational psychology.

The researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Master's degree programme in

Educational anthropology

Master's degree programme in

Educational psychology

Kandidatuddannelsen i

Uddannelsesantropologi og globalisering

Research units

 

Publications

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Madsen, C. D. (2023). Anderledes end de andre? En analyse af skolevanskeligheder og betingelser for at håndtere forskellighed i skolens hverdagsliv. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Rasmussen, P. (2017, Jun 1). Anbefaling om børn og unges digitale liv set med unges øjne. Red Barnet.
Hasse, C. (2015). An Anthropology of Learning in Epistemic Cultures. In I. Langemeyer, M. Fischer & M. Pfadenhauer (Eds.), Epistemic and Learning Cultures: Wohin sich Universitäten entwickeln (pp. 34-45). Juventa Verlag.
Holm, L., Hermansson, C. & Wedin, Å. (2017). Analyzing literacy education: the Scandinavian scene. Language and Education, 31(5), 395-399. https://doi.org/10.1080/09500782.2017.1305399
Søndergaard, D. M. (2018). Analytiske læsestrategier: analoge og digitale tilblivelsesprocesser som eksempel. In L. Bøttcher, D. Kousholt & D. A. Winther-Linqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (pp. 139-162). Samfundslitteratur.
Andersen, M. L., Chimiri, N. A. & Søndergaard, D. M. (2016). Analytical and ethical complexities in video game research. Abstract from DASTS, Århus, Denmark.
Bøttcher, L. & Dammeyer, J. H. (2024). Analyse og tolkning af resultater fra test og vurderingsredskaber. In L. Bøttcher & J. Dammeyer (Eds.), Pædagogisk psykologisk testning og udredning (pp. 71-84). Samfundslitteratur.
Winther-Lindqvist, D. A. (2018). Analyse af personperspektiver: ungeliv med en alvorligt syg forælder som eksempel. In L. Bøttcher, D. Kousholt & D. A. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (pp. 41-62). Samfundslitteratur.
Egelund, N. & Dyssegaard, C. B. (2018). An account on the Danish System. In B. Norwich (Ed.), Policy for SEND and Inclusion: examining UK national and some European differences (pp. 28-34). sen policy research forum.
Søndergaard, D. M. (2015). Among ironic avatars and robots in love: gender formations moving across humans and their technological imitations. Paper presented at The Work of Gender in the Lives of Children and Young People, Tromsø, Norway.
Andersen, F. Ø. & Petersen, K. B. (2020). Amerikansk uddannelsesinitiativ har stor succes med at bryde racisme og løfte marginale samfundsgrupper. Fyens Stiftstidende, 18-18. Article 1.
Bach, D. (2016). Ambitious parents as ideal or disorder: doing good parenthood in Denmark and Singapore. In A. Sparrman, A. Westerling, J. Lind & K. I. Dannesboe (Eds.), Doing good parenthood: ideals and practices of parental involvement (pp. 53-64). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-46774-0
Dannesboe, K. I. (2016). Ambiguous involvement: children’s construction of good parenthood. In A. Sparrman, A. Westerling, J. Lind & K. I. Dannesboe (Eds.), Doing good parenthood: ideals and practices of parental involvement (pp. 65-75). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-46774-0
Ejersbo, L. R. (2017, Feb). Alternative sandheder og statistiske hjerter. https://www.folkeskolen.dk/602723/alternative-sandheder-og-statistiske-hjerter
Winther-Lindqvist, D. A. & Aabro, C. (2019). Alsidig personlig udvikling. In C. Aabro (Ed.), Den styrkede pædagogiske læreplan: baggrund, perspektiver og dilemmaer (pp. 43-65). Samfundslitteratur.
Baktoft, H., Christensen, J. K. & Bormann, S. M. (2019). ALLE SAMMEN: hvordan børn styrkes gennem gode fællesskaber i skolen.
Bruun, M. H. (2024). Algorithmic Governance, Public Participation and Trust: Citizen-State Relations in a Smart City Project. Social Anthropology, 32(4), 13-30. https://doi.org/10.3167/saas.2024.320402
Lieberoth, A., Nielsen, S. M., Reynen-de Kat, C., Rotaru, C., Niazyan, L., Parandzem, P., Craig, B. J., Karstadt, O. M., Demiscan, D., Paraschiv, A. & Gutu, V. (2025). A large-scale cross-country trial of WHO’s Immune Patrol: toward a game-based digital curriculum for vaccine readiness and global health education. Frontiers in Education, 10, Article 1472018. https://doi.org/10.3389/feduc.2025.1472018
Kjær, B. (2017). Afvigelse: normalitetens grænser. In E. Gulløv, G. B. Nielsen & I. Wentzel Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 93-107). Hans Reitzels Forlag.
Wright, S. (2016). Afterword: shifting categories of public and private. In D. Cantini (Ed.), Rethinking private higher education: ethnographic perspectives (pp. 220-231). Brill.
Hasse, C. (2018). Afraid of robots? hold that thought: here's what robots really are ... In Ginas webpage (pp. 1-4). Responsible Robotics Lorentz Center.
Rytter, M. & Ghandchi, N. (2020). Afghanske flygtninge lever under usikre vilkår i en konstant frygt for hjemsendelse. Videnskab.dk.
Nielsen, A. M. & Petersen, F. F. (2021). Affectivity and Relational Awareness in Pedagogy and Education: moments of hesitation in intersubjective encounters. International Review of Theoretical Psychologies, 1(2), 135-151. https://doi.org/10.7146/irtp.v1i2.128018
Krause-Jensen, J. & Moeran, B. (2015). A few words from U No Hoo ... Editorial. Journal of Business Anthropology, 4(2), 174-177.
Bank, M., de Neergaard, E. S. B. & Nissen, M. (2022). Aesthetic motifs and the materiality of motives. Theory & Psychology, 32(6), 848 –867. https://doi.org/10.1177/09593543221119207
Hansen, N. F. & Snorre Wilms Boysen , M. (2023). Æstetiske læreprocesser og udtryksformer. In T. Ankerstjerne (Ed.), Temaer og aktiviteter i skole og fritid (pp. 115-130). Hans Reitzels Forlag.
Hansen, N. F. & Egelund , K. S. (2019). Æstetik, kreativitet og eksperimenter: kerneelementer i fremtidens skole- og fritidspædagogik . In T. Ankerstjerne (Ed.), Pædagogik mellem skole og fritid (pp. 179-194). Dafolo.
Hansen, N. F. & Hansen, P. R. (2018). Æstetikken i pædagogikken: En genvej til demokrati og mangfoldighed. Kognition & Pædagogik, 28.årgang (109 ), 56-63.
Rasmussen, J. D. (2019). Ældre på samfundets underflade. Frydenlund Academic.
Dahl, K. K. B. (2024). Ældre og aldring: Sundhedspædagogiske muligheder og udfordringer i det professionelle arbejde. In V. Simovska, J. Magne Jensen & M. Carlsson (Eds.), Sundhedspædagogik i sundhedsfremme (2 ed., pp. 169-183). Gad.
Rasmussen, J. D. (2018). Ældre, der lever deres vågne timer på gaden. In S. Glasdam & F. F. Jacobsen (Eds.), Gerontologi: perspektiver på ældre mennesker (pp. 188-206). Gad.
Eiras, P. R. S. & Huijser, H. (2022). A doctoral experience from a multicultural and multidisciplinary perspective. In Palgrave Studies in Education Research Methods: Stories and strategies for success (pp. 229-242). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-11016-0_14
Hasse, C., Geeland, D. & Prain, V. (2015). A dialogue regarding ‘‘The material co-construction of hard science fiction and physics’’. Cultural Studies of Science Education , 10(2), 941–949. https://doi.org/10.1007/s11422-015-9717-1
Egelund, N. (2018). Adfærdspsykologiske teorier og den aktuelle neopositivistiske pædagogiske psykologi. In S. Pjengaard (Ed.), Elevens læring og dannelse: fem læringspsykologiske forståelser af motivation, identitet, læring og dannelse (pp. 97-112). Dafolo.
Jensen, N. H., Lieberoth, A. & Dalsgaard, T. (Eds.) (2017). Adfærdsdesign. Plurafutura Publishing.
Hedegaard, M., Fleer, M., Winther-Lindqvist, D. A. & Bøttcher, L. (2025). A developmental perspective on Childhood and children's education: sustainability, care, play and the zone of proximal development . In Sustainability, Care, Play and the Zone of Proximal Development: A Developmental Perspective on Childhood (pp. 1-19). Springer.
Kousholt, D. & Juhl, P. (2023). Addressing Ethical Dilemmas in Research with Young Children and Families: Situated ethics in collaborative research. Human Arenas, 6(3), 560-579. https://doi.org/10.1007/s42087-021-00236-9
Mathiassen, C. (2020). A Danish prisoner narrative: the tension from a multifaceted identity during (re-) entry to society. In H. R. Wright & M. Høyen (Eds.), Discourses we live by: narratives of educational and social endeavour (pp. 289-310). Open Book Publishers. https://doi.org/10.11647/OBP.0203
de Casas Soberón, E. & Berliner, P. (2018). A culture of peace: social action learning and peace-building in Mexico through the educational system. In S. Schliewe, N. Chaudhary & G. Marsico (Eds.), Cultural psychology of intervention in the globalized world (pp. 89-118). Information Age Publishing.
Wright, S. (Ed.) & Lyngbye, E. L. (2025). Activism for Education for Sustainability: Report of a Student Webinar. Center for Higher Education Futures, Aarhus University. https://dpu.au.dk/fileadmin/edu/Forskning/CHEF/Publications/CHEF-Working-Paper-Activism-43.pdf
Lim, M. A. & Ørberg, J. W. (2017). Active instruments: on the use of university rankings in developing national systems of higher education. Policy Reviews in Higher Education, 1(1), 91-108. https://doi.org/10.1080/23322969.2016.1236351
Nickelsen, N. C. M. (2019). ‘Active citizenship’ and feeding assistive robotics: a crumbling story? In C. Hasse & D. M. Søndergaard (Eds.), Designing robots, designing humans (pp. 73-87). Routledge.
Flenley, R. & Simovska, V. (2024). Activating Foucault’s dispositif: an approach to studying educational change. Paper presented at Australian Association for Research in Education Conference 2024, Sydney, New South Wales, Australia.
Slutsky, R., Kragh-Müller, G., Rentzou, K., Tuul, M., Gol-Guven, M., Foerch, D. & Paz-Albo, J. (2021). A cross-cultural study on technology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play. Early Child Development and Care, 191(5), 713-725 . https://doi.org/10.1080/03004430.2019.1645135
Rentzou, K., Slutsky, R., Mine, G.-G., Kragh-Müller, G., Tuul, M. & Paz-Albo, J. (2023). A Cross-Cultural Study on Factors Affecting Children's Agentic Action in Their Play. International Journal of Early Childhood, 55(1), 89-112. https://doi.org/10.1007/s13158-022-00335-w
Dovigo, F., Rodríguez-Gómez, D., Gairín, J., Clements, K., Jerónimo, M., Lucas, L., Marin, E., Mehtälä, S., Pinheiro, F. P., Timmis, S. & Stîngu, M. (2019). Access4All: Policies and practices of social development in Higher Education. In J. Hoffman, P. Blessinger & M. Makhanya (Eds.), Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (pp. 55-69). Emerald Group Publishing.
Nielsen, G. B. & Anbert, L. C. (2024). A care for listening: Student Activism, (free) speech and the development of a ‘critical listening positionality’. Abstract from European Association of Social Anthropology (EASA) 2024 , Barcelona , Spain. https://nomadit.co.uk/conference/easa2024/paper/79901
Kjær, B., Bach, D. & Dannesboe, K. I. (2020). Academics as play and the social as discipline: school readiness in Denmark. International Journal of Early Years Education, 28(3), 246-261 . https://doi.org/10.1080/09669760.2020.1806044, https://doi.org/10.1080/09669760.2020.1806044
Nielsen, G. B. (2021). Academic freedom and activism for e/quality: reconfigurations of identity, politics and knowledge in higher education. Abstract from International Conference on Academic Identities and Higher Education: The Meaningful University, Roskilde, Denmark.
Sarauw, L. L., Feldt, J., Smedegaard Ernst Bengtsen, S., Horbach, S. P. J. M., Wright, S. & Petersen, E. B. (2024). Academic citizenship in times of transition. Abstract from De videregående uddannelser i en brydningstid, Bredsten, Denmark.

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Revised 16.04.2026
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Lisbeth Hartmann