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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Nissen, P. (2016). Detecting talent: a checklist for the prediction of talent.
Nissen, P. (2016). Hvordan måler vi om eleverne trives og lærer noget i skolen? PPF nyt, 46(3), 7-15.
Nissen, P. (2016). Hvordan måler vi, på rekordtid, om børn og unge trives? MOV:E, 3(4), 58-65. http://www.epaper.dk/jtoas/syddansk/4/
Hasse, C. & Harrekilde, S. (2017). Kvantitative metoder i et kvalitativt projekt. In C. Hasse & H. Skov (Eds.), Forskningens maskinrum: typiske tværfaglige udfordringer (pp. 81-100). U Press.
Hasse, C. (2019). The Vitruvian robot. AI & Society, 34(1), 91-93. https://doi.org/10.1007/s00146-017-0701-z
Hasse, C. (2017). Materielle ankre i ledelse af komplekse projekter. In C. Hasse & H. Skov (Eds.), Forskningens maskinrum: typiske tværfaglige udfordringer (pp. 15-33). U Press.
Kragh-Müller, G. (2017). The key characteristics of Danish/Nordic child care culture. In C. Ringsmose & G. Kragh-Müller (Eds.), International Perspectives on Early Childhood Education and Development (pp. 3-23). Springer. https://doi.org/10.1007/978-3-319-42557-3
Kragh-Müller, G. & Rebecca, I. (2017). Children's perspectives on their everyday lives in child care in two cultures: Denmark and the United States. In C. Ringsmose & G. Kragh-Müller (Eds.), International Perspectives on Early Childhood Education and Development (pp. 133 - 151). Springer. https://doi.org/10.1007/978-3-319-42557-3_8
Kragh-Müller, G. & Kragh, M. M. (2016). Pædagogisk kvalitet og relationer i store og små daginstitutioner. In G. Kragh-Müller, C. R. & P. K. Johansen (Eds.), Børns trivsel, læring og udvikling i små og store daginstitutioner (pp. 82 - 102). Skolepsykologi.
Kragh-Müller, G. (2016). KIDS-vurderinger af pædagogisk kvalitet i store og små daginstitutioner. In G. Kragh-Müller & C. R. (Eds.), Børns trivsel, læring og udvikling i små og store daginstitutioner (pp. 53 - 66). Skolepsykologi.
Kragh-Müller, G. (2016). Børneliv og trivsel i store og små daginstitutioner: børnenes perspektiver. In G. Kragh-Müller, C. Ringsmose & P. K. Johansen (Eds.), Børns trivsel, læring og udvikling i små og store daginstitutioner (pp. 16 - 32). Skolepsykologi.
Kragh-Müller, G. & Ringsmose, C. (2016). Pædagogisk kvalitet i store og små daginstitutioner. In G. Kragh-Müller, C. R. & P. K. Johansen (Eds.), Børns trivsel, læring og udvikling i små og store daginstitutioner (pp. 6 - 16). Skolepsykologi.
Kragh-Müller, G. & Ringsmose, C. (Eds.) (2016). Børns trivsel, læring og udvikling i store og små daginstitutioner. Skolepsykologi. Pædagogisk Psykologisk Tidsskrift Den blå serie No. 33
Kragh-Müller, G. (2016). Legens betydning for børns udvikling. In D. T. Gravesen & K. S. Iversen (Eds.), Pædagogik i dagtilbud (pp. 24-40). Hans Reitzels Forlag.
Petersen, K. B. & Andersen, F. Ø. (2018). En ny vej at gå for udsatte unge i USA: en model for Danmark? . Paideia: tidsskrift for professionel pædagogisk praksis , (15), 45-58. Article 5.
Wright, S. (2016). Universities in a knowledge economy or ecology? policy, contestation and abjection. Critical Policy Studies, 10(1), 59-78. https://doi.org/10.1080/19460171.2016.1142457
Wright, S. (2016). Afterword: shifting categories of public and private. In D. Cantini (Ed.), Rethinking private higher education: ethnographic perspectives (pp. 220-231). Brill.
Wright, S. (2016). The imaginators of english university reform. In S. Slaughter & B. J. Taylor (Eds.), Higher education, stratification, and workforce Development: Competitive advantage in Europe, the US, and Canada (pp. 127-149). Springer. https://doi.org/10.1007/978-3-319-21512-9
Køster, A. (2017). Mentalization, embodiment and narrative: critical comments on the social ontology of mentalization theory. Theory & Psychology, 27(4), 458-476. https://doi.org/10.1177/0959354317711031
Jensen, N. H., Lieberoth, A. & Dalsgaard, T. (Eds.) (2017). Adfærdsdesign. Plurafutura Publishing.
Jensen, N. H. & Lieberoth, A. (2017). Introduktion, Hvad er Adfærdsdesign? In N. H. Jensen, A. Lieberoth & T. Dalsgaard (Eds.), Adfærdsdesign (pp. 19-47). Aarhus Universitetsforlag.
Køster, A. (2017). Personal history, beyond narrative: an embodied perspective. Journal of Phenomenological Psychology, 48(2), 163-187. https://doi.org/10.1163/15691624-12341327
Jørgensen, S. M. H. & Tafdrup, O. A. (2017). Technological fantasies of Nao: remarks about alterity relations. Transformations, (29), 88-103. http://www.transformationsjournal.org/wp-content/uploads/2017/02/Transformations29_Jorgensen-Tafdrup.pdf
Andersen, B. L. & Tafdrup, O. A. (2017). Uddannelsesteknologi. In A. K. Ljungdalh, J. A. Lysgaard & O. Tafdrup (Eds.), Uddannelsesvidenskab: en kritisk introduktion (pp. 69-86). Samfundslitteratur.
Lysgaard, J. A., Ljungdalh, A. K. & Tafdrup, O. A. (2017). Hvorfor uddannelsesvidenskab? In A. K. Ljungdalh, J. A. Lysgaard & O. A. Tafdrup (Eds.), Uddannelsesvidenskab: en kritisk introduktion (pp. 7-14). Samfundslitteratur.
Ljungdalh, A. K., Lysgaard, J. A. & Tafdrup, O. A. (Eds.) (2017). Uddannelsesvidenskab: en kritisk introduktion. Samfundslitteratur.
Dungey, C. E. & Fibiger, T. B. (2016). Mor: Forord. Jordens Folk, 2016 årg. 51(3-4), 3-4.
Blond, L. & Hasse, C. (2017). Designing Robots, Designing Social Practice.
Gilliam, L. & Gulløv, E. (2017). Introduction. In L. Gilliam & E. Gilliam (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 1-8). Pluto Press.
Ejersbo, L. R. (2016). Kønsforskelle i brugen af CAS-værktøjer: hvad kan det mon skyldes? Mona, (2), 72-76. https://tidsskrift.dk/index.php/mona/article/download/72410/129599
Ejersbo, L. R. (2016). Number sense as the bridge to number understanding. In L. Lindenskov (Ed.), Special needs in mathematics education (pp. 189-202). Danish School of Education, Aarhus University. http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_18_-_Udgivet_version.pdf
Chapman, M. & Dammeyer, J. (2017). The significance of deaf identity for psychological well-being. Journal of Deaf Studies and Deaf Education, 22(2), 187-194. https://doi.org/10.1093/deafed/enw073
Pedersen, M. K., Borre, C. C., Lieberoth, A. & Sherson, J. (2016). Knowledge Formation and Inter-Game Transfer With Classical and Quantum Physics. In L. Boyle, L. Boyle, T. M. Connolly & T. M. Connolly (Eds.), Proceedings of the European Conference on Games-based Learning (pp. 1010-1013). Dechema e.V..
Egelund, N. (2016). Udvikling af en inkluderende skole. In J. Christiansen, B. D. Mårtensson & T. Pedersen (Eds.), Specialpædagogik i læreruddannelsen (pp. 259-276). Hans Reitzels Forlag.
Egelund, N. (2016). Dansk småbørnspædagogik i et historisk perspektiv. Paideia: tidsskrift for professionel pædagogisk praksis , (12), 7-12.
Dyssegaard, C. B., Egelund, N., Nielsen, C. P. & Henze-Pedersen, S. (2016). Inklusion - set i et elevperspektiv: en kvalitativ analyse. SFI - Det nationale Forskningscenter for Velfærd.
Dyssegaard, C. B. & Egelund, N. (2016). De tilbageførte elevers oplevelse af trivsel og deltagelse. In C. P. Nielsen & B. S. Rangvid (Eds.), Inklusion i folkeskolen: sammenfatning af resultaterne fra inklusionspanelet (pp. 61-70). SFI - Det nationale Forskningscenter for Velfærd. http://www.emu.dk/sites/default/files/Inklusion%20i%20folkeskolen%20sammenfatning.pdf
Dyssegaard, C. B., Egelund, N., Sørensen, L. B., Damsgaard, C. T., Petersen, R. A., Dalskov, S.-M., Hjorth, M. F., Tetens, I., Astrup, A., Lauritzen, L. & Michaelsen, K. F. (2016). Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills. European Journal of Clinical Nutrition, 70(10), 1155-1161. https://doi.org/10.1038/ejcn.2016.99
Dyssegaard, C. B., Egelund, N., Hjorth, M. F., Sørensen, L. B., Andersen, R., Ritz, C., Tetens, I., Michaelsen, K. F., Astrup, A. & Sjödin, A. M. (2016). Normal weight children have higher cognitive performance: independant of physical activity, sleep, and diet. Physiology & Behavior, 165, 398-404. https://doi.org/10.1016/j.physbeh.2016.08.021
Berliner, P. & Sonniks, M. (2016). Fra lukket til åben dialog: udviklingsmuligheder for socialt arbejde i Grønland. Uden for Nummer, (33), 16-25. Article 2. http://www.socialraadgiverne.dk/Files/Filer/10-Publikationer/UdenForNummer/33-UdenForNummer.pdf
Egelund, N. & Dyssegaard, C. B. (2016). Systematisk kortlægning om forældreinvolvering og forældresamarbejde, der kan fremme læring hos børn og unge med ressourcesvag social baggrund i dagtilbud og skole. Dansk Clearinghouse for uddannelsesforskning, DPU, Aarhus Universitet. Clearinghouse-forskningsserien No. 29
Egelund, N., Dyssegaard, C. B., Bondebjerg, A. & Sommersel, H. B. (2016). ASEM desktop study on the role higher education can play in sustainable development through the development of lifelong learning skills. Dansk Clearinghouse for uddannelsesforskning, DPU, Aarhus Universitet. http://www.e-pages.dk/aarhusuniversitet/1575/2
Søndergaard, D. M. (2016). Intra-acting with Karen Barad in Psychology – and across Disciplines. Abstract from INTRA-ACTING WITH KAREN BARAD, Aarhus, Denmark.
Andersen, M. L., Chimiri, N. A. & Søndergaard, D. M. (2016). Analytical and ethical complexities in video game research. Abstract from DASTS, Århus, Denmark.
Andersen, F. Ø. (2016). Spørg O-raklet: Jeg har hørt om at man kan komme i "flow" mens man løber o-løb, men hvad er flow? . Orientering. Magasin for dansk orienteringsforbund., 65(4), 14. https://issuu.com/danskorienterings-forbund/docs/orientering_16_4
Winther-Lindqvist, D. A. (2016). Indretning af daginstitutioner som bo-grupper. Pædagogisk Psykologisk Tidsskrift, 53(3), 63-74. Article 6.
Nielsen, G. B. (2016). Valuing public welfare: on student politics as representation, mobilization and prefiguration. Abstract from SRHE Conference 2016, Newport, United Kingdom. https://www.srhe.ac.uk/conference2016/abstracts/0122.pdf
Tafdrup, O. A., Andersen, B. L. & Hasse, C. (2019). Learning to interpret technological breakdowns: A path to technological literacy. In M. Toivonen-Noro & S. Eveliina (Eds.), Human-centered Digitalization and Services Springer.
Svinth, L. (2016). Didaktik på 0-6 årsområdet: børns medbestemmelse som case. In A. Skriver Jensen & O. H. Hansen (Eds.), Pædagogen, professoren, personligheden: festskrift til Stig Broström (pp. 121-129). Dafolo.
Laursen, H. P. & Holm, L. (2017). Sprog: i etnografisk praksis. In E. Gulløv, G. B. Nielsen & I. W. Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 157-167). Hans Reitzels Forlag.

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Revised 16.04.2026
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Lisbeth Hartmann