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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Ejersbo, L. R. (2015, Aug). Hvordan kommer man fra ide til målstyret undervisning. https://www.folkeskolen.dk/568040/hvordan-kommer-man-fra-ide-til-maalstyret-undervisning
Ejersbo, L. R. (2015, Jun). Kineserier og tanker fra lufthavnen i Macau. https://www.folkeskolen.dk/565866/kineserier-og-tanker-fra-lufthavnen-i-macau
Ejersbo, L. R. (2015, May). Hjernen er en forudsigelsesmaskine - hvordan kan vi bruge det i matematikundervisningen? https://www.folkeskolen.dk/563451/hjernen-er-en-forudsigelsesmaskine--hvordan-kan-vi-udnytte-denne-viden-i-matematikundervisningen
Ejersbo, L. R. (2015, Apr). Hvordan påvirker talordenes navne begrebsforståelsen af talstørrelser april. http://www.folkeskolen.dk/561670/hvordan-paavirker-talordenes-navne-begrebsforstaaelsen-af-talstoerrelser-
Hedegaard-Sørensen, L., Riis Jensen, C. & Tofteng, D. M. B. (2018). Interdisciplinary collaboration as a prerequisite for inclusive education. European Journal of Special Needs Education, 33(3), 382-395. Article 1. https://doi.org/10.1080/08856257.2017.1314113
Lieberoth, A. (2017). Role playing research before Dungeons and Dragons: what psychologists know about the effects on behavior, body and attitude formation. Abstract from 2017 International eduLARP conference, Hobro, Denmark.
Balaban, C. (2016). From steward to leader: a decade of shifting roles for the PhD student. Learning and Teaching, 9(1), 90-100. https://doi.org/10.3167/latiss.2016.090107
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.
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.
Kjær, B. & Dannesboe, K. I. (2017). Vidensformer og følelser i professionelle relationer. In C. Kolonda Moesbye-Jensen (Ed.), Når professioner samarbejder: praksis med udsatte børn og unge (pp. 121-144). Samfundslitteratur.
Khawaja, I. & Knudsen, H. (2017). Bekymringsdistribution: bekymringssamtalen som velfærdsteknologi . In A. L. Cour , H. Højlund & S. B. Waldorff (Eds.), Når teknologier holder mere end de lover : kritiske perspektiver på ledelse af velfærd (pp. 265-292). Nyt fra Samfundsvidenskaberne.
Pradhan, U. (2016). New languages of schooling: dynamics of ethnicity and education in Nepal. HIMALAYA, The Journal of the Association for Nepal and Himalayan Studies , 32(2), 9-21. https://digitalcommons.macalester.edu/cgi/viewcontent.cgi?article=2228&context=himalaya
Pradhan, U. (2017). Contesting knowledge, constructing legitimacy: knowledge making in mother-tongue education schools in Nepal. Ethnography and Education, 12(3), 381-394. https://doi.org/10.1080/17457823.2017.1291358
Pradhan, U. (2018). Nepal: between the ‘local’ and the ‘global’ of the national education. In H. Letchamanan & D. Dhar (Eds.), Education in South Asia and the Indian Ocean Islands (pp. 165-182). Bloomsbury Academic.
Clemensen, N. & Holm, L. (2017). Relocalising academic literacy: Diversity, writing and collective learning in an international Master´s programme. Learning and Teaching, 10(3), 34-55. https://doi.org/10.3167/latiss.2017.100304
Wright, S. & Shumar, W. (2016). Introduction: Digital Media and Contested Visions of Education . Learning and Teaching, 9(2), 1-11. https://doi.org/10.3167/latiss.2016.090201
Andersen, F. Ø. (2017, Mar 23). Erhvervspraktik på Esbjergakademiet. https://www.folkeskolen.dk/605241/erhvervspraktik-paa-esbjergakademiet
Andersen, F. Ø. & Petersen, K. B. (2017). May new school models minimize status of drop-out rates? reflexions and discussions based on the American P-tech model. Abstract from ISfTE Conference Denmark, Aarhus, Denmark.
Andersen, F. Ø. (2017, Mar 21). Turboforløb kræver opfølgning. https://www.folkeskolen.dk/604937/turboforloeb-kraever-opfoelgning
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
Holm, L. (2017). Constructions of the literacy competence levels of multilingual students. Language and Education, 31(5), 449-462. https://doi.org/10.1080/09500782.2017.1305397
Krause-Jensen, J. (2017). Fieldwork in a hall of mirrors: an anthropology of anthropology in business. Journal of Business Anthropology, 6(1), 102-120. https://rauli.cbs.dk/index.php/jba/article/download/5319/5882
Krause-Jensen, J. & Martin, K. (2017). Trump: transacting trickster. Anthropology Today, 33(3), 5-8. https://doi.org/10.1111/1467-8322.12347
Krause-Jensen, J. (2017). Styringsteknologi: magt og motivation. In E. Gulløv, I. Winther & G. B. Nielsen (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 259-274). Hans Reitzels Forlag.
Krause-Jensen, J. & Moeran, B. (2015). A few words from U No Hoo ... Editorial. Journal of Business Anthropology, 4(2), 174-177.
Kirk, J. W., Sivertsen, D. M., Petersen, J., Nilsen, P. & Petersen, H. V. (2016). Barriers and facilitators for implementing a new screening tool in an emergency department: a qualitative study applying the theoretical domains framework. Journal of Nursing and Healthcare of Chronic Illness, 25(19-20), 2786-2797. https://doi.org/10.1111/jocn.13275
Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365-378. https://doi.org/10.1080/03054985.2017.1305057
Kirk, J. W. & Nilsen, P. (2016). Implementing evidence-based practices in an emergency department: contradictions exposed when prioritising a flow culture. Journal of Nursing and Healthcare of Chronic Illness, 25(3-4), 555-565. https://doi.org/10.1111/jocn.13092
Andersen, F. Ø. (2017). P-tech: en succesrig ny ungdomsuddannelse med job- og løngaranti. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 19(1), 96-104. Article 10.
Olesen, J. (2017). Tilblivelse: læring i aktør-netværk. In G. B. Nielsen, E. Gulløv & I. Wentzel Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 229-241). Hans Reitzels Forlag.
Kousholt, K. (2016). Evalueringer som mulige engagementer i fælles læreprocesser. Nordiske Udkast, 44(1), 49-71.
Andersen, F. Ø. & Medom, M. (2017, Mar 3). Nyt lærerjob: byg bro mellem overbygning og erhvervsuddannelse. https://www.folkeskolen.dk/603607/nyt-laererjob-byg-bro-mellem-overbygning-og-erhvervsuddannelse
Chapman, M. (2015). Feminist dilemmas and the agency of veiled Muslim women: analysing identities and social representations. European Journal of Women's Studies, 23(3), 237 - 250. https://doi.org/10.1177/1350506815605346
Holm, L. (2017). Sproglige kategoriseringer af småbørn. Forskning i Pædagogers Profession og Uddannelse, 1(1), 21-38. https://tidsskrift.dk/FPPU/article/download/26555/23353
Andersen, F. Ø. (2017, Feb 28). Esbjergakademiet: nyt turboforløb for unge på kanten.
Andersen, F. Ø. & Bjerre-Madsen, C. (2017). Rapport om DrengeAkademiet: de længerevarende betydninger af deltagelsen i DrengeAkademiet - rapport 2017. DPU, Aarhus Universitet.
Hasse, C. (2017). Research as relational agency: expert ethnographers and the cultural force of technologies. In A. Edwards (Ed.), Working relationally in and across practices: a cultural-historical approach to collaboration (pp. 229-246). Article 13 Cambridge University Press. https://doi.org/10.1017/9781316275184.012
Kjær, B., Albertsen, K. & Limborg, H. J. (2017). Professionelt samarbejde som nøglen til inkluderende børnefællesskaber: resultater fra forskningsprojektet: "Inklusion mellem pædagogik og arbejdsmiljø". 0-14 : nul til fjorten, 27(1), 54-57.
Dannesboe, K. I., Kjær, B., Palludan, C. & Bach, D. (2018). Parents of the welfare state: pedagogues as parenting guides. Social Policy and Society, 17(3), 467-480 . https://doi.org/10.1017/S1474746417000562
Mørck, L. L. & Christensen, T. W. (2017). Cross-over: bevægelser på tværs af ekstreme grupper, bande- og rockermiljøet. KULT - Konsortiet for forskning i Ungdomsliv, Læreprocesser og Transition, Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet. http://arts.au.dk/fileadmin/edu/Udgivelser/E-boeger/Borderjumping_-_PIXI_-_FINAL_2017.pdf
Christensen, T. W. & Mørck, L. L. (2017). Bevægelser i og på tværs af ekstreme grupper og bande- og rockermiljøet: en kritisk undersøgelse og diskussion af ”cross-over” . KULT - Konsortiet for forskning i Ungdomsliv, Læreprocesser og Transition, Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Bevaegelser_i_og_paa_tvaers_af_ekstreme_grupper.pdf
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
Petersen, K. E. (2017). Pædagogernes arbejde med tidlige forebyggende indsatser. In K. E. Petersen & T. Erlandsen (Eds.), Pædagogen som myndighedsperson: en grundbog (pp. 191-215). Samfundslitteratur.
Petersen, K. E. & Erlandsen, T. (Eds.) (2017). Pædagogen som myndighedsperson: en grundbog. Samfundslitteratur.
Dannesboe, K. I. (2017). Sted: situerede erfaringer. In E. Gulløv, G. B. Nielsen & I. Wentzel Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 213-228). Hans Reitzels Forlag.
Nickelsen, N. C. M. & Elkjær, B. (2017). Shifting boundaries in telecare: the nurse-doctor relationship. Journal of Workplace Learning, 29 (7/8), 588-600. https://doi.org/10.1108/JWL-03-2017-0024
Nickelsen, N. C. M. (2018). Materiel semiotisk analyse: implementering af KOL-teleomsorg som eksempel . In L. Bøttcher, D. W. Lindquist & D. K. (Eds.), Kvalitative analyseprocesser : med eksempler fra det pædagogisk psykologiske felt (pp. 211-236). Samfundslitteratur.
Simovska, V., Lagermann, L. C., Abduljalil, H. S. Y., Mørck, L. L. & Kousholt, D. (2019). Inside out: what we (don’t) talk about when we talk about research. Qualitative Research, 19(2), 113-130. https://doi.org/10.1177/1468794117749165
Hasse, C. (2019). Learning matter: the force of educational technologies in cultural ecologies. In C. Milne & K. Scantlebury (Eds.), Material Practice and Materiality: Too Long Ignored in Science Education (pp. 217-229). Springer. https://doi.org/10.1007/978-3-030-01974-7_15
Hasse, C. (2016). Teknologiforståelse i et kulturperspektiv. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, (1), 99-114. http://laeremiddel.dk/wp-content/uploads/2016/03/Teknologiforst%C3%A5else-i-et-kulturperspektiv_web.pdf

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Revised 16.04.2026
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Lisbeth Hartmann