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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Hein, N. (2017). New perspectives on the positioning of parents in children’s bullying at school. British Journal of Sociology of Education, 38(8), 1125-1138. https://doi.org/10.1080/01425692.2016.1251305
Berliner, P. & Foldager Bøndergaard, A.-J. (2016). Danske elevers opfattelse af fredsundervisning. Pædagogisk Psykologisk Tidsskrift, 53(3), 53-62. Article 5.
Berliner, P. (2016). Krise- og traumepsykologi. In T. Koester & K. Frandsen (Eds.), Introduktion til psykologi: teori, anvendelse, praksis (3 ed., pp. 647-665). Frydenlund.
Berliner, P. (2016). Community psykologi. In T. Koester & K. Frandsen (Eds.), Introduktion til psykologi: teori, anvendelse, praksis (3 ed., pp. 495-508). Frydenlund.
Berliner, P., Enghoff, T. & Molbech, A. (2016). Fremtiden tilhører os: om det smukke og forunderlige i Nanortalik og Tasiilaq. Siunissaq.
Follesø, R., Neidel, A. & Berliner, P. (2016). Unge på vej: netværk, deltagelse og lokalsamfund. In T. Wulf-Andersen, R. Follesø & T. Olsen (Eds.), Unge, udenforskab og social forandring: nordiske perspektiver (pp. 165 - 185). Frydenlund Academic.
Sunde, P. & Bødtker Sunde, P. (2016). Den smarte abe: Betydning af og korrektion for gætning ved karaktergivning I multiple choice-tests. MONA - Matematik- og Naturfagsdidaktik, 2016-4, 24-36.
Gulløv, E. (2015). Mobile Positions. In Siblings: Practical and Sensitive Relations (pp. 98-108). Danish School of Education, Aarhus University. http://ebooks.au.dk/index.php/aul/catalog/book/114
Gulløv, E. (2015). Real siblings. In I. Winther, C. Palludan & M. M. Rehder (Eds.), Sibling: practical and sensitive relations (pp. 23-36). Danish School of Education, Aarhus University. http://ebooks.au.dk/index.php/aul/catalog/book/114
Winther, I. W. (2016). Going beyond representational anthropology: re-presenting bodily, emotional and virtual practices in everyday life : separated youngsters and families in Greenland . Abstract from MATERIAL MOBILITIES, Aalborg, Denmark.
Adriansen, H. K. (2017). Using GPS for studying pastoral mobility. SAGE Research Methods Cases. https://doi.org/10.4135/9781473999015
Adriansen, H. K. (2016). Danish aid to higher education: decolonizing the SDGs? NORRAG News, (54), 84-85.
Adriansen, H. K. & Madsen, L. M. (2016). The power of knowledge in collaborative projects across North and South: empowerment or epistemological dependency?. Paper presented at Society for Research into Higher Eucation Research Conference 2016, Newport, Wales, United Kingdom.
Adriansen, H. K. (2016). The Role of African universities in Agenda 2030: empowering women and decolonising the academy. BUWA a journal on African Women's Experiences, 7, 13-17. http://www.osisa.org/buwa/role-african-universities-agenda-2030
Adriansen, H. K. (2016, Jul 20). Coopération universitaire mondiale: une nouvelle forme de colonisation? https://theconversation.com/cooperation-universitaire-mondiale-une-nouvelle-forme-de-colonisation-62755
Gilliam, L. & Gulløv, E. (2017). Civilisering og distinktioner: med Norbert Elias i børnehave og skole. Tidsskrift for professionsstudier, (24), 6-14. Article 1.
Andersen, F. Ø. (2016, Nov 3). En ny skoleform?
Andersen, F. Ø. (2016, Nov 14). Pædagogik på kanten - USA. http://www.folkeskolen.dk/blogs/paedagogik-paa-kanten-usa/
Mørck, L. L. & Munkholm, M. (2016). Social praksisteoretiske analyser af unge i partnerskaber: slutevaluering af projektet: Lokalt Partnerskab - Produktionsskoler, Virksomheder og Civilsamfund. SPUK. http://edu.au.dk/fileadmin/edu/Forskning/KULT/Social_praksisteoretiske_analyser_WEB.pdf
Nielsen, A. M. & Bærentsen, K. B. (2016). Bevidsthedspraktikker i kultur og samfund - mindfulness, meditation og teknologi: Indledning. Psyke & Logos, 37(1), 5-11. https://doi.org/10.7146/pl.v37i1.25526
Mathiassen, C. & Knudsen, H. (2016). Samarbejdskultur i fængsler: når uddannelse og facilitering bruges til organisationsudvikling. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.160.128
Nørby, S. (2016). Putting an unpleasant past to rest: On forgetting and emotional health. Abstract from ICOM 2016 Budapest, Hungary.
Nørby, S. (2018). Forgetting and emotion regulation in mental health, anxiety and depression. Memory, 26(3), 342-363. https://doi.org/10.1080/09658211.2017.1346130
Nørby, S. (2019). Mnemonic emotion regulation: A three-process model. Cognition and Emotion, 33(5), 959-975. https://doi.org/10.1080/02699931.2018.1523137
Nørby, S. & Nordfang, M. (Eds.) (2017). Kognitionspsykologi. Samfundslitteratur.
Nørby, S. (2017). Emotioner. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 337-374). Samfundslitteratur.
Nørby, S. (2017). Sprog. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 299-336). Samfundslitteratur.
Nordfang, M. & Nørby, S. (2017). Vurdering og beslutningstagning. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 261-298).
Nørby, S. & Nordfang, M. (2017). Tænkning. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 219-260). Samfundslitteratur.
Nørby, S. (2017). Langtidshukommelse. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 183-218). Samfundslitteratur.
Nordfang, M. & Nørby, S. (2017). Korttidshukommelse. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 147-182). Samfundslitteratur.
Nørby, S. & Nordfang, M. (2017). Introduktion. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 13-68). Samfundslitteratur.
Anderson, S. (2017). Socialitet: samværets flertydighed. In E. Gulløv, G. B. Nielsen & I. W. Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 71-89). Hans Reitzels Forlag.
Anderson, S. (2017). 'When we get out of here...': Children, faith-based schools and the society that warrants their attention. In A. Strhan, S. G. Parker & S. B. Ridgely (Eds.), The Bloomsbury Reader in Religion and Childhood Bloomsbury Academic.
Wang, A. I. & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European Conference on Games Based Learning, ECGBL 2016 (pp. 738-746). Academic Conferences and Publishing International Limited.
Lagermann, L. C. (2017). Det ved vi om børn, unge og etnicitet i skolen. Dafolo. Det ved vi om...
Nielsen, A. M. & Lagermann, L. C. (2017). Stress i gymnasiet: hvad der stresser gymnasielever og hvordan forebyggelse og behandling virker med ’Åben og Rolig for Unge’. DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Stress_i_gymnasiet_-_FINAL_2017.pdf?utm_medium=email&utm_campaign=Stress%20truer%20elevers%20lring%20og%20trivsel&utm_content=Stress%20truer%20elevers%20lring%20og%20trivsel+Preview+CID_359289001c548d514e7e3ed6c876f2e4&utm_source=Campaign%20Monitor&utm_term=Download%20hele%20rapporten
Winther, I. W., Bundgaard, R. & Svinkløv, M. (2015). Matup Tunuani: film festival NAFA. Pictures, Video and sound recordings (digital), matup.gl.
Valentin, K. (2017). Mobilitet: migration og uddannelse. In E. Gulløv, G. B. Nielsen & I. W. Winther (Eds.), Pædagogisk antropologi: tilgange og begreber Hans Reitzels Forlag.
Winther, I. W. & Bundgaard, R. (2019). Moving forward – left behind: asynchrone experiences: The use of mobile media technologies when young people leave. In O. B. Jensen, I. S. G. Lange & C. Lassen (Eds.), Material mobilities (pp. 101-117). Routledge. https://doi.org/10.4324/9780429198496
Winther, I. W. (2017). Hverdagsliv: trivaliserede praksisser. In Pædagogisk antropologi : tilgange og begreber (pp. 27-39). Hans Reitzels Forlag.
Winther, I. W. (2017). Materialitet: sansning og erindring. In E. Gulløv, G. B. Nielsen & I. W. Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 245-258). Hans Reitzels Forlag.
Winther, I. W., Gulløv, E. & Palludan, C. (2015). Introduction. In I. Wentzel-Winther, C. Palludan, E. Gulløv & M. M. Rehder (Eds.), Siblings: Practical and Sensitive Relations Danish School of Education, Aarhus University.
Winther, I. W. (2016). "Hvis noget skulle være anderledes, så skulle børnene også kunne bestemme": børns fortællinger om hvordan de har mærket, forstået, hørt og deltaget i skolereformen. Unge Pædagoger, 77(1), 63-73.
Petersen, K. E. (2016). At blive set som ballademager: unge bandemedlemmers fortællinger om deres skolegang. Pædagogisk Psykologisk Tidsskrift, 53(2), 17-29. Article 2.
Petersen, K. E. (2016). Sundhedsplejens indsatser og betydning i arbejdet med små udsatte børn og deres familier: hvad ved vi ikke - og hvad gør sundhedsplejerskerne rent faktisk hver dag? Sundhedsplejersken, 38(3), 20-26.
Svinth, L. (2017). Increasing pedagogical attentiveness towards children’s perspectives and participation in toddler child care. In C. Ringsmose & G. Kragh-Müller (Eds.), International Perspectives on Early Childhood Education and Development (pp. 153-170). Springer. https://doi.org/10.1007/978-3-319-42557-3_9
Berliner, P. & Nielsen, A. M. (2016). Pædagogisk psykologi. In T. Koester & K. Frandsen (Eds.), Introduktion til psykologi: teori, anvendelse, praksis (3 ed., pp. 311-334). Frydenlund Academic.
Nielsen, A. M. & Berliner, P. (2016). Læringspsykologi. In T. Koester & K. Frandsen (Eds.), Introduktion til psykologi: teori, anvendelse, praksis (3 ed., pp. 131-162). Frydenlund Academic.
Palludan, C. & Winther, I. W. (2017). Having my own room would be really cool: children´s rooms as the social and material organizing of siblings. Journal of Material Culture, 22(1), 34-50. https://doi.org/10.1177/1359183516662675

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Revised 16.04.2026
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Lisbeth Hartmann