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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Primdahl, N. L., Reid, A. & Simovska, V. (2018). Shades of criticality in health and wellbeing education. Journal of Curriculum Studies, 50(6 ), 733–753. https://doi.org/10.1080/00220272.2018.1513568
Rasmussen, J. D. (2018). Bakterier i pædagogikken. Asterisk (magasin), (87), 30-31. http://edu.au.dk/fileadmin/edu/Asterisk/87/Asterisk87-s30-31.pdf
Valentin, K. (2022). Transnational political engagements and diasporic connections in Nepali education-related migration to Denmark. In Mobilities and Mobilizations: South Asian Universities as Transformative Spaces (pp. 289-314). Oxford University Press.
Dahl, K. K. B. (2021). Stedets væsen: professionshøjskolen som mulighedsrum. In K. K. B. Dahl (Ed.), Professionspsykologi (pp. 281-306). Aarhus Universitetsforlag.
Monsen, M. & Holm, L. (2018). Perspektiver på testning av flerspråklige barns lesing på et andrespråk. In A.-K. Gujord & G. T. Randen (Eds.), Norsk som andrespråk: Læringsteoretiske perspektiver (pp. 404-421). Cappelen Damm.
Clemensen, N. (2018). Staging an educated self: Symbolic reworkings of schooling among children in rural Zambia and central Copenhagen. Abstract from The American Anthropological Association's 117th Annual Meeting. , San José, California, United States.
Andersen, F. Ø. (2018). Feasibility of using flow interventions to increase motivation in an IT company. 1. Poster session presented at ICM 2018 - International Conference on Motivation , Aarhus, Denmark.
Mathiassen, C. (2020). A Danish prisoner narrative: the tension from a multifaceted identity during (re-) entry to society. In H. R. Wright & M. Høyen (Eds.), Discourses we live by: narratives of educational and social endeavour (pp. 289-310). Open Book Publishers. https://doi.org/10.11647/OBP.0203
Kousholt, K. & Andreasen, K. E. (2018). Minorities and educational testing in schools in Arctic regions: an analysis and discussion focusing on normality, democracy, and inclusion for the cases of Greenland and the Sweedish Sami schools. In B. Hamre, A. Morin & C. Ydesen (Eds.), Testing and inclusive schooling : international challenges and opportunities (pp. 19-33). Routledge.
Gilliam, L. & Gulløv, E. (2022). Children as Potential: A Window to Cultural Ideals, Anxieties and Conflicts. Children's Geographies, 20(3), 311-323. Article 5. https://doi.org/10.1080/14733285.2019.1648760
Nielsen, J. C. & Hansen, H. R. (2018). Voksensamfundets pres forstærker skylden blandt unge. Politiken Skoleliv. https://skoleliv.dk/debat/art6593439/Voksensamfundets-pres-forst%C3%A6rker-skylden-blandt-unge
Højholt, C. & Kousholt, D. (2019). Developing knowledge through participation and collaboration: Research as mutual learning processes. Annual Review of Critical Psychology (Online), 16, 575-604. https://discourseunit.com/annual-review/arcp-16-kritische-psychologie-2019/
Kousholt, D. (2018). Praksisteoretisk analyse: børnefamiliers hverdagsliv som eksempel. In L. Bøttcher, D. Kousholt & D. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (pp. 263-286). Samfundslitteratur.
Rasmussen, J. D. (2020). Street Fragments. In D. Hauderowicz & K. L. Serena (Eds.), Age Inclusive Public Space Hatje Cantz Verlag.
Søndergaard, D. M. (2019). Seksualiseret digital interaktion: Forhandling af køn og seksualitet i analog og digital forskydning. In A. Jansen & A. Andenæs (Eds.), Hverdagsliv, barndom og oppvekst: Teoretiske posisjoner og metodiske grep (pp. 188-224). Universitetsforlaget.
Sorenson, J. (2018). Decisions and values: Engineering design as a pragmatic and sociomaterial negotiation process. REELER. http://reeler.eu/fileadmin/user_upload/REELER/WP04_Decisions_and_values.pdf
Ledertoug, M. M., Paarup, N., Tidmand, L. & Holmgren, N. (2018). Til kamp mod kedsomhed: i skoler og på ungdomsuddannelser. Dafolo.
Ledertoug, M. M. (2017). Styrker som løftestang til optimal læring. Kognition & Pædagogik, 28(107), 54-65. Article 5.
Lieberoth, A. (2018, Jun 24). Findes 'teknologiafhængighed'? amerikansk forsker afliver seks myter. https://videnskab.dk/teknologi-innovation/findes-teknologiafhaengighed-amerikansk-forsker-afliver-seks-myter
Ledertoug, M. M. (2018). Sculptor or gardener? dilemmas in strength-based education. 1. Poster session presented at ECPP European Conference in Positive Psychology, Budapest, Hungary.
Ledertoug, M. M., Paarup, N., Tidmand, L., Holmgren, N. & Louise Tidmand (2018). The battle against boredom: in Schools. 1-2. Abstract from Pre-conference Positive Education, Budapest, Hungary.
Hansen, J. H. & Petersen, K. E. (2019). Indledning. In K. E. Petersen & J. H. Hansen (Eds.), Inklusion og eksklusion : en grundbog (pp. 17-26). Hans Reitzels Forlag.
Simovska, V. (2018, Jun 22). Revisiting the concept of wellbeing in schools. https://www.bera.ac.uk/blog/revisiting-the-concept-of-wellbeing-in-schools
Ørberg, J. W. & Wright, S. (2019). Steering change: negotiations of autonomy and accountability in the self-owning university. In S. Wright (Ed.), Enacting the University: Danish University Reform in an Ethnographic Perspective (pp. 127-153). Springer Publishing Company.
Wright, S. & Ørberg, J. W. (2019). Contested narratives of university reform. In S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (Eds.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (pp. 87-126). Springer Publishing Company. https://doi.org/10.1007/978-94-024-1921-4_4
Valentin, K. & Niraula, A. (2019). Mobile brains and the question of 'deskilling: Highly educated South Asian migrants in Denmark. Nordic Journal of Migration Research, 9(1), 19-35. https://doi.org/10.2478/njmr-2019-0008
Morin, A., Hamre, B. & Ydesen, C. (2018). Optimizing the educational subject between testing and inclusion in an era of neoliberalism: musings on a research agenda and its future perspectives. In B. Hamre, A. Morin & C. Ydesen (Eds.), Testing and inclusive schooling: international challenges and opportunities (pp. 254-262). Routledge.
Morin, A., Hamre, B. & Ydesen, C. (2018). Testing and inclusive schooling: international challenges and opportunities. Routledge.
Kjær, B., Bach, D. & Dannesboe, K. I. (2018). Pædagoger som forældrevejledere. Forskning i Pædagogers Profession og Uddannelse, 2(2), 32-47. https://tidsskrift.dk/FPPU/article/view/110782/159946
Kjær, B. (2019). Indefra og udefra: nærhed og distance i antropologisk arbejde. In K. E. Petersen & J. H. Hansen (Eds.), Inklusion og eksklusion: en grundbog (pp. 137-148). Hans Reitzels Forlag.
Bøttcher, L., Kousholt, D. & Winther-Lindqvist, D. A. (2018). Introduktion. In L. Bøttcher, D. Kousholt & D. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser - med eksempler fra det pædagogisk psykologiske felt (pp. 11-16). Samfundslitteratur.
Bøttcher, L. (2018). Mikrotemporal analyse: kommunikation med børn med handicap som eksempel. In L. Bøttcher, D. Kousholt & D. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (pp. 287-310). Samfundslitteratur.
Bøttcher, L. (2019). Børn og unge med autismespektrumforstyrrelser eller ADHD og udsathed. In C. Mosbye-Jensen (Ed.), Diagnoser i myndighedsarbejde: børn og unge med autisme eller ADHD (pp. 49-73). Samfundslitteratur.
Bøttcher, L. (2019). Neuropsykologiske problemstillingers betydning for inklusion. In K. E. Petersen & J. Hedegaard Hansen (Eds.), Inklusion og eksklusion: en grundbog (pp. 149-162). Hans Reitzels Forlag.
Edwards, A., Fleer, M. & Bøttcher, L. (2019). Cultural–historical approaches to studying learning and development: societal, institutional and personal perspectives. In A. Edwards, M. Fleer & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 1-20). Springer.
Bøttcher, L. (2019). The cultural nature of the zone of proximal development: young people with severe disabilities and their development of independence. In A. Edwards, M. Fleer & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 69-83). Springer. https://doi.org/10.1007/978-981-13-6826-4
Bøttcher, L. (2019). Children with disabilities growing up and becoming adults: socio-cultural challenges around the transition to adulthood. In M. Hedegaard & A. Edwards (Eds.), Supporting difficult transitions: children, young people and their carers (pp. 241-261). Bloomsbury Academic.
Bøttcher, L. (2020). Creating relevant and supportive developmental conditions for children and youth with disabilities. Learning, Culture and Social Interaction, 26, Article 100228. https://doi.org/10.1016/j.lcsi.2018.04.007
Bøttcher, L. (2018). Hvordan forestillingensevnen kan bruges som arbejdsredskab. ISAAC nyt, 2018(1), 15-17.
Bøttcher, L. (2018). Inklusionens udfordring: børn med usynlige handicap. Pæda­gogisk Psykologisk Tidsskrift, 55(3), 28-43.
Gamborg, M. L., Lieberoth, A. & Mehlsen, M. (2018, Mar 6). Drop frygten for 'farlige' computerspil: selv bedstemor bør game. https://videnskab.dk/teknologi-innovation/drop-frygt-for-farlige-computerspil-selv-bedstemor-boer-game
Nickelsen, N. C. M. (2019). Imagining and Tinkering with Assistive Robotics in Care for the Disabled. Paladyn, 10(1), 128-139. https://doi.org/10.1515/pjbr-2019-0009
Ledertoug, M. M. (2017). Robusthed, livsduelighed og karakterstyrker. In F. Ørsted Andersen (Ed.), Robusthed i praksis: inidividuelt og kollektivt (1 ed., pp. 141-157). Article 6 Forlaget Mindspace.
Nielsen, J. C. (2018). Unge i dag skal altid være på vej. In S. Frovin & M. G. Andreassen (Eds.), Engagement behøver plads: inspiration til mindre foreninger, der vil engagere unge (pp. 18-23). Center for frivilligt socialt arbejde.
Qvortrup, L. & Egelund, N. (2018). Læringsrapport 2017/skoler: Billund, Fredericia, Frederikssund, Haderslev, Hedensted, Holbæk, Horsens, Kolding, Nordfyn, Roskilde, Svendborg, Thisted og Vest-himmerland kommuner. Aalborg Universitetsforlag. FULM: Forskningsinformeret udvikling af læringsmiljøer http://vbn.aau.dk/files/273827591/Rapport_t2_Alle_kommuner_2017_SLUTVERSION_FAGF_LLEBED_MT.pdf
Andersen, F. Ø. (2018). Feasibility of using flow interventions in an IT company. 1. Abstract from 3. Konferenz der Deutsche Gesellschaft für Positiv Psychologische Forschung, Bochum, Germany. http://dgppf.de/wp-content/uploads/2018/04/Abstractband.pdf
Andersen, F. Ø., Klange, E., Wilson, D. & Kristensen, R. M. (2018). Esbjergakademiet 2017: videnskabelig rapport på baggrund af følgeforskning. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.258.182
Holm, L. (2020). An odd couple? literacy and multilingualism in day care centers. In S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen & A. Pitkänen-Huhta (Eds.), Reconceptualizing connections between language, literacy and learning (pp. 127-143). Springer.
Holm, L. & Ahrenkiel, A. (2018). To år bagud: en kritisk analyse og diskussion af sprogforståelsen i forsknings- og udviklingsprogrammet ”Fremtidens dagtilbud”. Barn, 36(2), 29-46.
Pradhan, U., Shrestha, S. & Valentin, K. (2019). Disjunctured reciprocity: Paradoxes of community-school relationship in Nepal. Globalisation, Societies and Education, 17(5), 561-573. https://doi.org/10.1080/14767724.2019.1584032

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Revised 16.04.2026
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Lisbeth Hartmann