Danish School of Education

Aarhus University Seal
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

Sort by: Date | Author | Title

Nørby, S. & Darling, P. (2024). Indledning: Stille psykiske forstyrrelser. Kognition & Pædagogik, 34(133), 2-7.
Winther-Lindqvist, D. A. & Pasqualini, J. (2025). "E há que se cuidar do broto": o cuidado como ética e prática profissional na educação infantil. Série-Estudos, 30(68), 151-172.
Rasmussen, J. D. & Fristrup, T. (2024). Artful Ageing – sans for de små aldringserfaringer. Viden om aldring: Dansk Gerontologisk Tidsskrift, (2), 4-9. https://danskgerontologi.dk/wp-content/uploads/2024/12/202422.pdf
Hasse, C. (2024). Ytringers Materielle Infrastruktur. Tidsskriftet Antropologi, 89, 153-160. https://doi.org/10.7146/ta.vi89.148007
Hasse, C. (2023). Equity and equality in gender research. In H. Wahlström Henriksson, G. Griffin, U. Dahl & J. Björklund (Eds.), 40 år av genusforskning!: Festskrift till Centrum för genusvetenskap (pp. 153-159). Uppsala University Library. https://uu.diva-portal.org/smash/record.jsf?pid=diva2%3A1771282&dswid=1178
Krause-Jensen, J., Nyquist, J., Finn, M., Jensen, Ø., Frederiksen, C. (Ed.), Grøholdt, H. & Osiecka, E. (2024). Periodisk evaluering av bachelorprogrammet og årsstudiet i sosialantropologi ved NTNU i Trondheim. Institutt for sosialantropologi.
Krause-Jensen, J., Widstrand, E., Macek, I. & Jensie, A. (2024). Utbildningsutvärdering för kandidatprogrammet i antropologi vid Samhällsvetenskapliga fakulteten. https://www.gu.se/sites/default/files/2024-04/Bed%C3%B6marutl%C3%A5tande%20-%20Antropologprogrammet%20och%20frist%C3%A5ende%20kurser%20i%20antropologi.pdf
Krause-Jensen, J. (2023). How to do things with Words: A tribute to Sue. Learning and Teaching, 16(3), 74-80. https://doi.org/10.3167/latiss.2023.160305
Cordoves, A. (2024). University access and social (re-)shaping in cuba. Re-reading a large-scale process of changes. Abstract from UNIVERSIDAD 2024, Havana, Cuba. https://doi.org/10.5281/zenodo.13269671
Lid, S. & Christensen, T. W. (2023). Risk assessment and reintegration of radicalised individuals in the Nordic countries. https://oda.oslomet.no/oda-xmlui/handle/11250/3124802
Holm, L. (2024). Challenges in language testing of multilingual individuals. In S. Ivanov, A. Andersson & A. Johansson (Eds.), 2024: Educational linguistics: Language(s) from childhood to adult age Linnæus University.
Winther-Lindqvist, D. A. & Pasqualini, J. (2024). theorising professional care with cultural historical theory: the case of ECEC. Abstract from ISCAR 2024 , Rotterdam, Netherlands.
Winther-Lindqvist, D. A. (2024). Sustainability addressed through the concept of world-care in early years education. Abstract from EECERA 2024, Brighton.
Cordoves, A. (2024). Entre exigencias institucionales y el quehacer cotidiano: una etnografía de las prácticas de ciencia y técnica en la Universidad de Holguín. Abstract from XXVII Annual Conference of the Cuba Research Forum, Nottingham, United Kingdom. https://doi.org/10.5281/zenodo.13747413
Svinth, L. & Ringsmose, C. (2024). Daglige rutiner og børns deltagelse – den inspirerende praksis ifølge pædagogisk personale. Paideia: tidsskrift for professionel pædagogisk praksis, 28. https://tidsskrift.dk/Paideia/article/view/152162
Svinth, L. & Meier Marker, F. (2024). Etniske minoritetsmødres oplevelse af fællesskab og forskellighed i samarbejdet med deres barns daginstitution. Psyke & Logos, 45(2). https://doi.org/10.7146/pl.v45i2.152011
Nissen, M. (2024). Standards of performance and aesthetics in counselling and beyond. In R. Lengelle, D. Hughes & L. Hambly (Eds.), Art that Tells the Truth: Creative Methods in Guidance and Counselling (pp. 225-236). Routledge.
Acosta, R., Bruun, M. H. & Koch, I. L. (2024). Technomoral Governance From Techniques of Intervention to Technological Innovation in Politics, Policy and Law. Social Anthropology, 32(4), 1-12. https://doi.org/10.3167/saas.2024.320401
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
Andersen, M. L. (2024). Observing the telepresent: The absent child and mediating materialities.. Abstract from European Association for the Study of Science and Technology and the Society for Social Studies of Science (4S), Amsterdam, Netherlands.
Andersen, M. L. & Felzmann, H. (2024). Ethical complexities within the appearance and usage of social robots: A scoping review. Irish Journal of Applied Social Studies, 24(1), Article 3. https://arrow.tudublin.ie/ijass/vol24/iss1/3
Gilliam, L. (2025). ’Samfundet har taget mig’: Et figurationsperspektiv på forældreskab blandt andengenerations minoritetsdanske forældre. Nordiske Udkast, 52 (2024)(2). https://tidsskrift.dk/nu/article/view/152905
Simovska, V. & Primdahl, N. L. (2024). Conceptualisations of Wellbeing in Schools: Insights from a Literature Review. Abstract from ECER 2024, Nicosia, Cyprus.
Kristensen, S. B. (2024). On “Generation Blindness”—The New Third Generation of Racially Minoritized Danish Youth in School. In N. Hammarén, B. Ivemark & L. Stretmo (Eds.), Migrant Youth, Schooling and Identity (pp. 95-108). Springer. https://doi.org/10.1007/978-3-031-63345-4_7
Holm, L. & Ahrenkiel, A. (2024). Børns sprogleg - en upåagtet dimension af børnesprog. Sprogforum, 30(1), 12-17. https://doi.org/10.7146/spr.v30i1.145749
Kristiansen, B., Møller, K. L., Bruun, M. H. & Krause-Jensen, J. (2025). Hvordan skriver man egentlig en diskussion? Om at afmystificere akademisk skrivning. Dansk Universitetspædagogisk Tidsskrift, 20(37), 103-117. https://tidsskrift.dk/dut/article/view/140647/195784
Bruun, M. H. (2024). Digital Methods to Support Ethnographic Data Collection and Coding. In Teaching Cases: How to Teach Digital Competencies (pp. 38-39). Aarhus Universitet. https://digitalcurriculum.au.dk/fileadmin/DigitalCurriculum/Teaching_case_catalogue_2024.pdf
Nickelsen, N. C. M. & Lydahl, D. (2024). Assemblage of autonomy and assemblage of dependency: reconfiguring care with robots. Paper presented at Robophilosophy Conference 2024, Aarhus, Denmark.
Cordoves Santiesteban, A. (2019). Escola e transformação social: a (re)configuração da educação cubana após 1959. In Antropologia e Educação: refletindo sobre processos educativos em contextos escolares, não escolares e de políticas públicas (pp. 199). Copiart-EDUA-EDUFRN. https://doi.org/10.5281/zenodo.13345334
Hansen, N. F. (2024). Musikken som et æstetisk pædagogisk sprog. In T. Thorsen (Ed.), Musikken i pædagogikken : pædagogens grundbog i arbejdet med musik (pp. 149-163). Akademisk Forlag.
Gjørding, M. R., Hansen, N., Schultz, V. & Jefferson, A. (2024, Feb 21). Dansk leje af fængsel i Kosovo cementerer en diskriminerende straffepraksis. Eftertrykket.dk. https://www.eftertrykket.dk/2024/02/21/dansk-leje-af-faengsel-i-kosovo-cementerer-en-diskriminerende-straffepraksis/
Primdahl, N. L. (2024). Wellbeing Promotion and Temporal Normativity in Schools. Abstract from NERA 2024 - Nordic Educational Research Conference.
Primdahl, N. L. (2024). The Temporal Affinity Between Boredom and Mindfulness in Educational Contexts. Abstract from Embodied Education, Copenhagen, Denmark.
Primdahl, N. L. & Mclellan, R. (2024). Unpacking the Temporal Dimensions of School-based Wellbeing. Abstract from ECER 2024.
Knage, F. S. & Søndergaard, D. M. (2025). Feministisk inspireret metodologi. In S. Brinkmann & L. Tanggaard (Eds.), Kvalitative metoder. En grundbog. (4. ed., pp. 495-519). Hans Reitzels Forlag.
Rose, P. (2024, Jul). Hvordan kan vi arbejde med børneperspektiver i en fritidspædagogiske praksis?.
Rose, P. (2024, Jul). Børneinddragelse – børns veje til deltagelse.
Rose, P. (2024, Jul). Børneperspektiver i egen ret - et Grundsyn på barnet.
Rose, P. (2024, Apr 30). Skilsmissebørn leder efter klumpen i maven. Hvad hvis den ikke er der? BUPL Børne- og Ungdomspædagogernes Landsforbund. https://bupl.dk/paedagogik-og-profession/forskningsunivers/skilsmisseboern-leder-efter-klumpen-i-maven-hvad-hvis
Brandt, A. & Bruun, M. H. (2024). Byen som etnografisk living lab: oversvømmelser og klimatilpasning i Vejle. In G. Silding (Ed.), Vand og Bosætning: potentiale eller trussel? (pp. 39-52). Dansk Byplanlaboratorium. https://www.byplanlab.dk/sites/default/files/BHU_skrift_84_2024.pdf?0.6237771336142782
Andersen, F. Ø. (2024). Villys dramatiske dage på Cypern: Da han kom som turist var det nær gået helt galt. Skive Folkeblad, 4-6.
Andersen, F. Ø. (2024). Missionen på den delte ø: Danske veteraners erindringer fra Cypern 1964-1992. (1. ed.) Frydenlund Academic.
Gylling-Andersen, T. (2024). Developing theory by engaging in collaborative transformations of educational practice. European Journal of Psychology of Education, 39(3), 2719-2738. https://doi.org/10.1007/s10212-024-00883-w
Petersen, K. E. (2024). Leisure and youth pedagogy - A supplement or a foundation for children and young people’s everyday life?. Paper presented at NERA 2024, Malmø.
Simovska, V. (2024). Past reflections and Future Horizons. EERA. https://blog.eera-ecer.de/
Mogensen, N. D. & Rasmussen, J. D. (2024). (I og om) Fletværk - nogle foreløbige viklinger (uddrag). In E. L. Stenholm, D. Dragsted, E. L. P. Fjalland, O. Stilling & S. H. Ipland (Eds.), Laboratorium for Flet: en pamflet (pp. 43). Føljeton & Sophienholm Kunsthal .
Nickelsen, N. C. M., Lydahl, D., Domenech, M. & Thygesen, H. (2024). Assemblages of autonomy and assemblages of dependency: care robots in the wild. Paper presented at Making and doing transformation, Amsterdam, Netherlands.
Primdahl, N. L. & Simovska, V. (2024). Untangling the Threads of School Wellbeing: Underlying Assumptions and Axes of Normativity. British Educational Research Journal, 50(6), 2799–2812. https://doi.org/10.1002/berj.4052
Esbensen, G. L., Schilhab, T. & Balling, G. (2024). Smart technology in nature-based learning: Embodied and situated processes. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 126-136). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-18
Pless, M., Andersen, F. Ø., Heiberg, T. & Nørgaard Dupont, T. (2024). Motiverende undervisning ifølge børnene. LEGO Foundation. https://taenketanken.mm.dk/wp-content/uploads/2024/09/TMM-Motiverende-undervisning-2024_Samlet-WEB-opdateret-SEP24.pdf

Displaying results 251 to 300 out of 2111

Previous

2

3

4

5

6

7

8

9

10

11

Next

Staff

Contact

Head of department

Department administrator

Revised 16.04.2026
-
Lisbeth Hartmann