Danish School of Education

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You are here: Danish School of Education About the school Organisation Department of Educational anthropology and Educational pshychology

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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Krause-Jensen, J. (2021). ETHNOGRAPHY AND/AS EDUCATION.
Lieberoth, A. (2021). Use of gaming to influence noncommunicable disease risks (Public Webinar on Video Games and Noncommunicable Diseases: Future Opportunities and Challenges). Abstract from Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Russian Federation.
Lieberoth, A. (2021). WHO expert meeting contribution: Using gamification for behavior change - a critical overview of limits and opportunities. Abstract from Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Russian Federation.
Nørby, S. (2023). Inklusion af børn og unge med psykiske forstyrrelser. In C. Holm & L. Bøttcher (Eds.), Efter inklusionen : institutionen og den pædagogiske strategi (pp. 133-150). U Press.
Nørby, S. (2024). Et kognitionspsykologisk perspektiv på udvikling. In A. S. S. Lund & L. Testmann (Eds.), Udviklingspsykologi i pædagogisk arbejde (pp. 67-94). Hans Reitzels Forlag.
Bagge, N. & Berliner, P. (2021). Psychotherapy and indigenous people in the Kingdom of Denmark. Psychotherapy and Politics International, 19(2), Article e1586. https://doi.org/10.1002/ppi.1586
Larsen, B. R. (2021). Slip staten løs i de små bysamfund: når en statsinstitution udflyttes fra hovedstaden til mindre bysamfund, bør statens egen centraliserende praksis ikke flytte med. Jyllands-Posten, Sektion 1, 37. https://jyllands-posten.dk/debat/kronik/ECE13449506/slip-staten-loes-i-de-smaa-bysamfund/
Mørck, L. L., Macelly, C. & Westh Henningsen, K. (2021). Fællesskabende fritidsaktiviteter som forebyggelse af marginalisering. Tidsskrift for Socialpædagogik, 24(2), 31-38.
Winther, I. W., Clemensen, N., Kousholt, D. & Dannesboe, K. I. (2021). From corona vacation ​to corona fatigue​: danish families coping with the covid-19 lockdown​. Abstract from The Doing and Making of Family, Trier, Germany.
Holm, L. & Ahrenkiel, A. (2024). Children´s language play as collaborative improvisations - rethinking paths to literacy. Journal of Early Childhood Literacy, 24(2), 298-317. https://doi.org/10.1177/14687984211067131
Skaaning Knage, F. & Rasmussen, P. (2021). Loneliness and non-belonging among young people during Covid-19 lockdown. Poster session presented at World Anti-Bullying Forum 2021, Stockholm, Sweden.
Schilhab, T., Esbensen, G. L. & Crety, C. R. (2022). Fire-I tilgangen: en embodied cognition teori om læring . In J. Bjerre & P. Fibæk Laursen (Eds.), Pædagogikhåndbogen (pp. 305-326). Hans Reitzels Forlag.
Balling, G., Schilhab, T. & Esbensen, G. L. (2022). Technology, participation and bodily interactions in nature: The potential of mobile technology in situated learning. Conjunctions : transdisciplinary journal of cultural participation, 9(2), 1-14. https://doi.org/10.2478/tjcp-2022-0010
Winther, I. W. (2023). Dvælende praksis som multisensorisk metode – med lup og langsomt tempo i felten. In S. Sauzet & H. Falkenberg (Eds.), Multisensoriske metoder og analyser: til undersøgelser af pædagogiske praksisser (pp. 223-245). Samfundslitteratur.
Kofoed, J. & Hansen, H. R. (2021). Silent Suffering: Grief as a relevant concept in bullying research?. Paper presented at World Anti-Bullying Forum 2021, Stockholm, Sweden.
Stadskleiv, K., van Walsem, M. R., Andersen, G. L., Bergqvist, L., Bøttcher, L., Christensen, K., Heyerdahl, D., Hollung, S. J., Høye, H., Jahnsen, R., Klevberg, G. L., Lindquist, B., Passmark, H., Rike, P. O., Rodby-Bousquet, E. & Alriksson-Schmidt, A. I. (2021). Systematic Monitoring of Cognition for Adults With Cerebral Palsy—The Rationale Behind the Development of the CPCog-Adult Follow-Up Protocol. Frontiers in Neurology, 12, Article 710440. https://doi.org/10.3389/fneur.2021.710440
Gilliam, L. & Markom, C. (2024). Introduction: The Anthropological Study of Schools. Presenting European Anthropology of Education . In L. Gilliam & C. Markom (Eds.), Difference and sameness in schools: Perspectives from the European anthropology of education. (pp. 1-48). Berghahn Books.
Ledertoug, M. M., Tidmand, L., Hayas, C. L., Gabrielli, S. & Carbone, S. (2021). UPRIGHT - Well-being & resilience education: Disrupted by the COVID-19 pandemic. In Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (pp. 51-76). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003134190-4/upright-well-being-resilience-education-mette-marie-ledertoug-louise-tidmand-carlota-las-hayas-silvia-gabrielli-sara-carbone?context=ubx&refId=8f23b727-95ae-4223-8ed5-1f4a5dab5ade
Primdahl, N. L. (2023). Becoming ‘Intimate’ With the Present Moment: Mindfulness and the Question of Temporality. Time & Society, 32(1), 33-49. https://doi.org/10.1177/0961463X221123356
McLellan, R., Faucher, C. & Simovska, V. (2022). Wellbeing, Schooling and Educational Strategies: Why are cross-cultural and cross-disciplinary perspectives needed? In R. McLellan, C. Faucher & V. Simovska (Eds.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (pp. 1-17). Springer. https://link.springer.com/book/10.1007/978-3-030-95205-1#toc
Helseth Dahl, T. & Andersen, F. Ø. (2021). Trivsel, motivation og præstation i finsk folkeskole - i et dansk perspektiv. Specialpædagogik, 41(3), 17-27.
Rasmussen, P. (2022). Boys’ affective engagement with nudes of female peers: Navigating erotic and romantic dilemmas and possibilities. Nordisk Tidsskrift for Ungdomsforskning, 3(1), 109-128. https://doi.org/10.18261/ntu.3.1.8
Mørck, L. L. (2021). New standards for social practice ethics? Researching processes of gang exit with former gang members. In D. C. Brotherton & R. J. Gude (Eds.), Routledge International Handbook of Critical Gang Studies (pp. 138-152). Routledge. https://doi.org/10.4324/9780429462443
Nickelsen, N. C. M. & Pols, J. (2021). Modes of diabetes self-tracking: elderly needing support to enact their will. Paper presented at 4S/EASST Good relations, Toronto and world wide, Canada.
Wright, S. & Manley, J. (2021). Co-operative education: From Mondragón and Bilbao to Preston. In The Preston Model and Community Wealth Building: Creating a Socio-Economic Democracy for the Future (1st Edition ed., pp. 48-63). Taylor & Francis.
Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). En bog til nye lærere: indledning. In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (Eds.), Overlevelsesguide for nye lærere (pp. 9-11). Dafolo.
Dahl, K. K. B. (2022). Hvordan får man mest ud af samarbejdet med kollegaer? In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andreasen (Eds.), Overlevelsesguide for nye lærere (pp. 203-227). Dafolo.
Dahl, K. K. B. (2022). Hvordan håndterer man forældresamarbejdet? In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andreasen (Eds.), Overlevelsesguide for nye lærere (pp. 175-201). Dafolo.
Dahl, K. K. B. (2022). Hvordan vælger man en skole? In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andreasen (Eds.), Overlevelsesguide for nye lærere (pp. 55-86). Dafolo.
Dahl, K. K. B. (2022). Hvorfor er nye lærere i en udfordret position? In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (Eds.), Overlevelsesguide for nye lærere (pp. 13-33). Dafolo.
Nissen, M. & Mørck, L. L. (2021). Brobygning og fælesskabende praksis: Meningsfuld og fællesskabende dokumentation. Pictures, Video and sound recordings (digital) https://www.youtube.com/watch?v=-uCmkMGYD-k
Skaaning Knage, F. (2021). Coronaens konsekvenser for undervisning rammer unge ulige. VejlederForum Magasinet, (3).
Hansen, N. F. (2021). På vej mod fritidspædagogikkens genfødsel? Kreative eksperimenter og forpligtende fællesskaber som fritidspædagogiske drivkræfter. Ledelse i Morgen - Tidsskrift for pædagogisk ledelse, 25(1), 2-6.
Dannesboe, K. I., Westerling, A. & Juhl, P. (2023). Making space for ‘learning’: appropriating new learning agendas in early childhood education and care. Journal of Education Policy, 38(2), 302-320. https://doi.org/10.1080/02680939.2021.1979659
Rasmussen, J. D. & Dannesboe, K. I. (2021). Pocket-ethnography and the study of in-between phenomena. In K. I. Dannesboe & J. D. Rasmussen (Eds.), In-between - Exploring small cracks of everyday life (pp. 9-23). Aarhus Universitetsforlag.
Rachev, N. R., Han, H., Lacko, D., Gelpí, R., Yamada, Y. & Lieberoth, A. (2021). Replicating the Disease framing problem during the 2020 COVID-19 pandemic: A study of stress, worry, trust, and choice under risk. PLoS One, 16(9 ), Article e0257151. https://doi.org/10.1371/journal.pone.0257151
Rasmussen, P. & Søndergaard, D. M. (2021). Sexualized platformed female bodies in male online practices - negotiating boundaries of masculinity, gendered positioning, and intimacy. MedieKultur: Journal of media and communication research, 37(71), 73-96. https://doi.org/10.7146/mediekultur.v37i71.125300
Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z
Dovigo, F. (2021). The role of teachers’ attitude towards the use of the tablet in the first-grade elementary classroom. International Journal of Education and Development Using Information and Communication Technology, 17(3), 234-248. http://ijedict.dec.uwi.edu/include/getdoc.php?id=9187&article=2901&mode=pdf
Winther-Lindqvist, D. A. (2023). Vi skal lege: eller ska' vi? In H. Knudsen, J. E. Kristensen & J. Bundgaard Nielsen (Eds.), Leg på spil i pædagogik og uddannelse (pp. 177-194). Akademisk Forlag.
Andersen, F. Ø. (2021). Sådan får vi flere faglærte: Lær af Obamas tekniske skoler. Politiken, debatsektionen, 7-7. Article 14. https://politiken.dk/debat/art8359835/USA-manglede-ogs%C3%A5-fagl%C3%A6rte.-Dette-var-Obamas-l%C3%B8sning
Bruun, M. H. (2021). Portræt IV. Johanne Mose Entwistle, kandidat i antropologi, effektchef, AART. In H. Mogensen & S. Jöhncke (Eds.), Antropologien på arbejde: en grundbog om den antropologiske kunnen (pp. 81-86). Samfundslitteratur.
Bruun, M. H. (2021). Portræt IX. Jakob Vest Arler, lærer og cand.pæd. i pædagogisk antropologi, HR business partner hos OK Nygaard. In H. Mogensen & S. Jöhncke (Eds.), Antropologien på arbejde: En grundbog om den antropologiske kunnen (pp. 189-195). Samfundslitteratur.
Plauborg, H. (2021). Fællesgørende klasseledelse. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 41(120), 17-27.
Kristensen, S. B. (2021). Horizons of a Generation: the becoming of ethnic minority Danish Children of Descendants in a Danish educational context. Paper presented at ESA 2021, Barcelona, Spain.
Skrubbeltrang, L. S., Stilling Olesen, J. & Nielsen, J. C. (2022). The Coach as Gatekeeper, distributor of Resources and Partner for Sports Talents. Sports Coaching Review, 11(2), 233-251. https://doi.org/10.1080/21640629.2021.1978730
Andersen, F. Ø. (2021). Efterord. In L. Boström & I. Åhslund (Eds.), Hur gör vi med pojkarna?: om didaktikens betydelse för en likvärdig skola (pp. 185-199). Studentlitteratur.
Primdahl, N. L. (2022). Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers. In Wellbeing and Schooling - Cross Cultural and Cross Disciplinary Perspectives (pp. 87-106). Springer. https://doi.org/10.1007/978-3-030-95205-1_6
Primdahl, N. L. (2022). When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness. Oxford Review of Education, 48(1), 112-129. https://doi.org/10.1080/03054985.2021.1933407
Skovlund, H. & Larsen, N. L. (2022). Recidivism into Criminal Gangs as a Problem of Social Identity: Some Applications from the Perspective of Pragmatism. The British Journal of Social Work, 52(4), 2217-2233. https://doi.org/10.1093/bjsw/bcab183

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Revised 16.04.2026
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Lisbeth Hartmann