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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Nielsen, A. M. (2018). Student teachers professional well-being and systems of reason considering relationship building in teacher education with mindful awareness. 1-4. Abstract from ECER, Bolzano, Italy. https://eera-ecer.de/ecer-programmes/conference/23/contribution/44811/
Kragh-Müller, G. (2018). Det helt afgørende er et godt børnemiljø. 0-14 : nul til fjorten, (1), 18-22. Article 4.
Kragh-Müller, G. (2017). Hvad skal vurderes: KIDS som metode i arbejdet med at støtte børns sociale inklusion i daginstitutioner. Cepra-Striben, 2017(22), 50-59.
Rentzou, K., Slutsky, R., Tuul, M., Gol-Guven, M., Kragh-Müller, G., Fenu Foerch, D. & Paz-Albo, J. (2019). Preschool Teachers' Conceptualizations and Uses of Play Across Eight Countries. Early Childhood Education Journal, 47(1), 1-14. https://doi.org/10.1007/s10643-018-0910-1
Fiskaali, A., Lieberoth, A. & Spindler, H. (2018). Climbing the ranks in hard mode: a look into how the competitive environment of Danish e-sport academies affects young gamers. Poster session presented at University of California Irvine eSports Conference 2018, Irvine, United States.
Lieberoth, A. (2019). Skærm / skærm ikke: Rapport om skolers mobilregler Hvorfor? Hvordan? Hvad virker? DPU, Aarhus Universitet.
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.
Berliner, P. (2018). Vold på arbejdet: set i et samfundsmæssigt perspektiv. In B. Møller, B. Bækgaard Brasch & K. Pedersen (Eds.), Konflikter og vold: en faglig udfordring (2. rev. ed., pp. 35-55). Vold som Udtryksform.
Korneliussen, N., Molbech, A. & Berliner, P. (Eds.) (2018). Siunussaq uagut pigaarput - Uagut oqaluttuagut: Fremtiden tilhører os - Vores historier. Siunissaq.
Egelund, N. & Dyssegaard, C. B. (2019). Anvendelse af forskning om ligeværdighed i grundskolen. In R. Erikson & L. Unemo (Eds.), Lika för alla? : en ESO-antologi om skolans likvärdighet (pp. 103-126). Norstedts Juridik.
Egelund, N. (2019). Køn og pædagogik. Unge Pædagoger, 80(1), 36-43.
Egelund, N. & Dyssegaard, C. B. (2019). Kampen mod ulighed: Den svenske folkeskoles udvikling gennem de seneste 25 år – og hvad Danmark kan lære af det. Paideia: tidsskrift for professionel pædagogisk praksis, (18), 6-14.
Egelund, N. & Dyssegaard, C. B. (2019). Forty years after Warnock: Special needs education and the inclusion process in Denmark: Conceptual and practical challenges. Frontiers in Education, 4, 1-9. Article 54. https://doi.org/10.3389/feduc.2019.00054
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.
Egelund, N. & Dyssegaard, C. B. (2018). Hvorfor stiger andelen af elever i specialtilbud ? Danske Kommuner, (13), 24-25.
Egelund, N. (2018). Neopositivistiske teorier og motivation, identitet, læring og dannelse. In S. Pjengaard (Ed.), Elevens læring og dannelse: fem læringspsykologiske forståelser af motivation, identitet, læring og dannelse (pp. 113-129). Dafolo.
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.
Egelund, N., Andersen, P. G. & Nordahl, T. (2018). Piger og drenge i skolen. Aalborg Universitetsforlag. FULM: Forskningsinformeret udvikling af læringsmiljøer http://vbn.aau.dk/files/292029360/Piger_og_drenge_i_skolen_TIL_UPLOAD.pdf
Ahrenkiel, A., Holm, L. & Vilholm, F. L. (2019). Effektfuld pædagogisk praksis: "Fremtidens dagtilbud" som case. Dansk Pædagogisk Tidsskrift, (1), 16-25.
Larsen, B. R. (2019). Når asylcentret bliver en del af samfundet: Fra lokal hverdag til national mediefortælling... og tilbage igen. Jordens Folk, 54(1), 38-49. https://tidsskrift.dk/jf/issue/view/8521
Nielsen, G. B. (2019). Spaces of otherness: educational anthropology and quests for political transformation. 788-799. Abstract from Annual conference of the Swiss Anthropological Association , Zürich, Switzerland. https://doi.org/10.1080/0020739X.2018.1507051
Rasmussen, J. D. (2019). Kirsten Avlund Prisen 2018: Prisforelæsning. Gerontologi, 35(1), 4-7.
Slingerland, R. H. (2017). Sprogvurderingsresultater anvendt i praksis: Et sprogligt etnografisk casestudie. CEPRA-striben. Tidsskrift for evaluering i praksis, 2017(22), 22-31. Article 22. https://doi.org/10.17896/UCN.cepra.n22.237
Nørby, S. (2019). Negative erindringer, glemsel og psykisk helbred. BestPractice Nordic.
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.
Adriansen, H. K. (2020). Materialities and mobilities in transnational capacity-building projects: Uneven geographies of knowledge production. Population, Space and Place, 26(3), Article e2294. https://doi.org/10.1002/psp.2294
Madsen, L. M. & Adriansen, H. K. (2021). Transnational research capacity building: Whose standards count? Construction de capacité de recherche transnationale: les normes de qui comptent? Critical African Studies, 13(1), 49-55 . https://doi.org/10.1080/21681392.2020.1724807
Adriansen, H. K. & Madsen, L. M. (2019). Capacity-building projects in African higher education: Issues of coloniality in international academic collaboration. Learning and Teaching, 12(2), 1-23. https://doi.org/10.3167/latiss.2019.120202
Dovigo, F., Allodi Westling, M., Booth, T., Brokamp, B., Ferri, B. A. & Nes, K. (2016). Special educational needs and inclusive practices: an international perspective. Brill | Sense.
Dovigo, F. (Ed.) (2018). Challenges and opportunities in education for refugees in Europe: from research to good practices. Brill.
Søgaard, T. F. & Krause-Jensen, J. (2020). Bouncer service work: Emotional labour and flexible masculinity. Journal of Organizational Ethnography, 9(1), 30-43. https://doi.org/10.1108/JOE-10-2018-0044
Francesconi, D. (2018). Eudaimonic Wellbeing and Education. In K. T. Galvin (Ed.), Routledge International Handbook of Wellbeing (pp. 317-323). Routledge.
Nielsen, J. C. & Olesen, J. S. (Eds.) (2019). Talentudvikling og elitesport i skolen. Aarhus Universitetsforlag. Asterisk (bogserie) No. 18
Valentin, K. & Pradhan, U. (2019). Towards a Relational Approach to the State: Understanding Social and Political Transformation in Nepal . South Asia: Journal of South Asian Studies, 42(5), 880-885. https://doi.org/10.1080/00856401.2019.1642615
Valentin, K. (2019). The Multiple Faces of the State: Encounters between the State and Squatters in Kathmandu. South Asia: Journal of South Asian Studies, 42(5), 988-1002. https://doi.org/10.1080/00856401.2019.1639099
Krause-Jensen, J. & Martin, K. (2018). Trickster's triumph: Donald Trump and the new spirit of capitalism . In B. Moeran & T. D. W. Malefyt (Eds.), Magical capitalism: enchantment, spells, and occult practices in contemporary economies (pp. 89-113). Palgrave Macmillan.
Rasmussen, P. (2018). How to become a slut; Movements and potential meanings of young people’s digital sexualized visual material. Paper presented at Australian Association for Research in Education, Sydney, Australia.
Ejersbo, L. R., Hua Sun, X., Chambris, C., Sayers, J., Keung Siu, M., Cooper, J., Dorier, J.-L., González de Lora Sued, S. I., Thanheiser, E., Azrou, N., McGarvey, L. & Houdement, C. (2018). The what and why of whole number arithmetic: foundational ideas from history, language and societal changes. In M. G. Bartolini Bussi & X. Hua Sun (Eds.), Building the foundation: whole numbers in the primary grades (pp. 91-124). Springer.
Andersen, F. Ø. & Piironen, T. (2018). Arabia: det geografiske centrum. In S. Lind Hansen & S. Mogensen Larsen (Eds.), Helsinki: vide verden (pp. 199-219). Article 11 Aarhus Universitetsforlag.
Andersen, F. Ø. & Hoeg Agerbæk, M. (2018). Ridning som specialpædagogisk metode. Specialpaedagogik, 38(3), 20-28. Article 3.
Nielsen, J. C. & Hansen, H. R. (2018). Et indledende skøn over køn. Pædagogisk Psykologisk Tidsskrift, 55(6), 5-12. Article 1.
Nielsen, J. C. & Olesen, J. S. (2018). Er en karriere indenfor elitesport kun for drenge? om kønnede positioner i uddannelse og elitesport. Pædagogisk Psykologisk Tidsskrift, 55(6), 59-76. Article 6.
Nickelsen, N. C. M. (2018). Socio-technical imaginaries and human-robotics proximity: the case of bestic. In M. Coeckelbergh, J. Loh, M. Funk, J. Seibt & M. Nørskov (Eds.), Envisioning Robots in Society - Power, Politics, and Public Space - Proceedings of Robophilosophy 2018 / TRANSOR 2018: power, politics, and public space (pp. 212-220). IOS Press. https://doi.org/10.3233/978-1-61499-931-7-212
Seibt, J., Borggreen, G. R., Fischer, K., Hasse, C., Liu, H.-Y. & Nørskov, M. (2018). Working with and Alongside Robots: Forms and Modes of Co-Working. In M. Coeckelbergh, J. Loh, M. Funk, J. Seibt & M. Nørskov (Eds.), Envisioning Robots in Society –Power, Politics, and Public Space, Proceedings of Robophilosophy 2018 / TRANSOR 2018, (pp. 125-132). IOS Press. https://doi.org/10.3233/978-1-61499-931-7-125
Bøttcher, L. (2018). Forældre har en central rolle i deres barns udvikling af kommunikation. CP Indblik, (5), 26-27.
Kousholt, K. (2018). Betingelses- betydnings- og begrundelsesanalyse: elevperspektiver på test som eksempel . In L. Bøttcher, D. Kousholt & D. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser : med eksempler fra det pædagogisk psykologiske felt (pp. 237-261). Samfundslitteratur.
Bøttcher, L., Kousholt, D. & Winther-Lindqvist, D. A. (2018). Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt. Samfundslitteratur.
Ringsmose, C., Kragh-Müller, G. & Andreassen , H. C., (Trans.) (2018). Kvalitetsutvikling i barnehager. Dansk Psykologisk Forlag.
Andersen, F. Ø. (2018, Nov 9). Elevers motivation må ikke kun være drevet af ros og 12-taller. http://www.blivklog.dk/elevens-motivation-ma-ikke-kun-vaere-drevet-af-ros-og-12-taller/
Petersen, K. E. (2019). Små børn med etnisk minoritetsbaggrund og deres mødre: sundhedsplejens arbejde med inklusionsfremmende indsatser. In Inklusion og eksklusion : en grundbog (pp. 291-306). Hans Reitzels Forlag.

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Revised 16.04.2026
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Lisbeth Hartmann