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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Petersen, K. E. (2019). Young ethnic minority men and their movement into gang related street communities - a question of preventing feelings of social alienation? Social Work & Society, 17(1).
Petersen, K. E. & Ladefoged, L. (2018). Youth in gangs: what do we know - and what don't we know? A research review of national and international knowledge about youth in gangs. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.284.199
Andersen, F. Ø. (2018). Dansk helt i USA: uden spor i Danmark. Nordjyske Stiftstidende, 8.
Kjær, B. (2020). Ikke som andre børn: forældreskab når børn klassificeres som børn med særlige behov. Pædagogisk Psykologisk Tidsskrift, 57(3), 59-73.
Ringsmose, C. & Ringsmose Staffeldt, S. (2017). Rum og Læring for de mindste: om at skabe gode læringsmiljøer i vuggestuen. Dafolo.
Ringsmose, C., (Trans.) & Kragh-Müller, G., (Trans.) (2018). Evaluering af kvalitet i daginstitutioner: global guidelines assessment. In ACEI Global Guidelines Assessment (pp. 1-25). ACEI - Association for Childhood Education International. https://www.acei.org/global-guidelines/
Ringsmose, C. & Ringsmose Staffeldt, S. (2018). Rum kan skabe begrænsninger eller åbne muligheder. 0-14 : nul til fjorten, 28(1), 28-33.
Kragh-Müller, G. & Ringsmose, C. (2018). KIDS fritid. Dansk Psykologisk Forlag.
Ringsmose, C. (2018). Tidlig indsats og inkluderende processer. In Fremtidens krav til psykologer i PPR (pp. 28-34). Kommunernes Landsforening.
Bach, D. (2020). Skolestart i Singapore: parathed gennem målorienteret lyst og accelereret vækst. In D. Bach, I. Dannesboe, T. Ellegaard, B. Kjær, N. Kryger & A. Westerling (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 204-229). Frydenlund Academic.
Petersen, F. F., Nielsen, A. M. & Lagermann, L. C. (2018). Kort og godt om unge og stress. Dansk Psykologisk Forlag.
Hasse, C., Geeland, D. & Prain, V. (2015). A dialogue regarding ‘‘The material co-construction of hard science fiction and physics’’. Cultural Studies of Science Education , 10(2), 941–949. https://doi.org/10.1007/s11422-015-9717-1
Hasse, C. (2017). Innovation i kulturøkologier. Tidsskriftet Antropologi, 75(2), 3-18. https://tidsskrift.dk/tidsskriftetantropologi/article/download/109384/158743/
Dannesboe, K. I. (2018). Opdragelse er ikke kun forældrenes sag. Asterisk (magasin), (86), 30-31. http://edu.au.dk/fileadmin/edu/Asterisk/86/Asterisk86-s30-31.pdf
Adriansen, H. K. (2016). Dansk forsker: Er det globale akademiske samarbejde en ny form for kolonisering? Videnskab.dk [online]. http://videnskab.dk/kultur-samfund/dansk-forsker-er-det-globale-akademiske-samarbejde-en-ny-form-for-kolonisering
Hasse, C. (2018). Afraid of robots? hold that thought: here's what robots really are ... In Ginas webpage (pp. 1-4). Responsible Robotics Lorentz Center.
Hasse, C. (2018). Studying the telescopes of others: towards a postphenomenological methodology of participant observation. In J. Aagaard, J. Kyrre Berg Friis, J. Sorenson, O. Tafdrup & C. Hasse (Eds.), Postphenomenological methodologies: new ways in mediating techno-human relationships (pp. 241-259). Lexington Books.
Hasse, C. (2019). Posthuman learning: AI from novice to expert? AI & Society, 34(2), 355-364. https://doi.org/10.1007/s00146-018-0854-4
Hasse, C. (2018). Cultural-historical hyperobjects. In The Challenges of Cultural Psychology: Historical Legacies and Future Responsibilities (pp. 357-368). Routledge.
Rytter, M. & Ghandchi, N. (2020). Workers for free: precarious inclusion and extended uncertainty among Afghan refugees in Denmark . In K. McKowen & J. Borneman (Eds.), Digesting difference: migrant incorporation and mutual belonging in Europe (pp. 185-207). Palgrave Macmillan. https://doi.org/10.4324/9781003061984
Andersen, F. Ø. (2018). Et liv på kanten: en biografisk fortælling om Chris Madsens utrolige liv. Mellemgaard.
Kousholt, D. (2018). Forældreperspektiver på skolevanskeligheder: om udsathed knyttet til konflikter om skolen. Unge Pædagoger, (4), 26-33.
Lieberoth, A. & Fiskaali, A. (2018). pwning n00bs for highschool credit? A map of modes and expectations for 11 Danish eSports programs. Abstract from University of California Irvine eSports Conference 2018, Irvine, United States.
Bowman, S. L. & Lieberoth, A. (2018). Psychology and role-playing games. In J. P. Zagal & S. Deterding (Eds.), Role-playing game studies : transmedia foundations (pp. 245-264). Routledge.
Gilliam, L. (2019). Secularities-in-practice: Accommodating Muslim pupils and preserving Danish identity in multi-ethnic Danish schools. Journal of Religion in Europe, 12(1), 1-26. https://doi.org/10.1163/18748929-01201001
Gilliam, L. (2018). Minoritetsdanske drenge i skolen: modvilje og forskelsbehandling. Aarhus Universitetsforlag. Asterisk (bogserie) No. 17
Sorenson, J. (2019). Toward a pragmatic and social ethics in engineering design: Ethnography as ethical provocation. Paladyn: Journal of Behavioral Robotics, 10(1), 207-218. https://doi.org/10.1515/pjbr-2019-0018
Riis Jensen, C. & Molbæk, M. (2017). Det dilemmafyldte arbejde med inkludering: indhold og håndtering. Specialpaedagogik, 37(3), 118-131.
Riis Jensen, C., Hedegaard-Sørensen, L. & Tofteng, D. (2016). Lad ikke viden gå til spilde: om samarbejdets muligheder og umuligheder i en inkluderende skole. Specialpaedagogik, 36(2), 39-50. Article 4.
Schmidt, M. C. S., Hansen, J. H., Riis Jensen, C. & Molbæk, M. (2018). Skal eleven forpligte sig på fællesskabet eller fællesskabet forpligte sig på eleven? Unge Pædagoger, (4).
Hansen, J. H., Molbæk, M., Schmidt, M. C. S., Riis Jensen, C. & Lassen, M. C. (2018). Approaching inclusion as social practice: processes of inclusion and exclusion. Journal of educational and social research , 8(2), 9 - 19. https://doi.org/10.2478/jesr-2018-0011
Dannesboe, K. I., Kjær, B. & Bach, D. (2020). Tid, tilpasning og konflikt: pædagogers møde med forældre. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 132-159). Frydenlund Academic.
Kjær, B., Bach, D., Dannesboe, K. I. & Kryger, N. (2020). Det ikke-parate barn: når risiko-, optimerings-, og diagnosetænkning mødes. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 66-95). Frydenlund Academic.
Bach, D., Kjær, B. & Dannesboe, K. I. (2020). At gøre børn parate til dagen, skolen og livet: arbejdet med det sociale og det faglige i daginstitutionen. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 33-65). Frydenlund Academic.
Bach, D., Dannesboe, K. I., Ellegaard, T., Kjær, B., Kryger, N. & Westerling, A. (2020). Indledning. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn : forestillinger og praksis i mødet mellem familie og daginstitution (pp. 7-32). Frydenlund Academic. https://www.frydenlund.dk/boeger/varebeskrivelse/5525
Rasmussen, P. & Søndergaard, D. M. (2018). Digitalized sexual practices among young people. 1-10. Paper presented at Intimacies Online, Online Intimacies, Roskilde, Denmark.
Simovska, V., Primdahl, N. L. & Skriver Jensen, A. (2020). Engaging with Normativity in Health Education Research: Inspiration from Continental Critical Theory. In D. Leahy, J. Write & K. Fitzpatrick (Eds.), Social Theory and Health Education: Forging New Insights in Research (pp. 206-217). Routledge.
Kolmos, M. (2016). Kontemplative aktiviteter i skolen i et livsverdensperspektiv: observationer mellem åbenhed og refleksion. Psyke & Logos, 37(1), 82-100.
Kjær, B. (2018). The reflective methodologists: a cultural analysis of Danish pedagogues’ individualised silence and collective articulations. Outlines, 19(1), 91-113. https://tidsskrift.dk/outlines/article/download/105532/154325/
Lieberoth, A. (2018, Jul 2). Findes "smartphone-afhængighed"? amerikansk forsker afliver seks myter. KommunikationsForum http://www.kommunikationsforum.dk/artikler/Teknologi-afhaengighed-myterne-forskning
Weirsøe, M. (2018). Når arbejdet indtager legen. Asterisk (magasin), (86), 22-25. http://edu.au.dk/fileadmin/edu/Asterisk/86/Asterisk86-s22-25.pdf
Anderson, S. (2021). Fashioning a mind of one's own in the good company of others. Anthropological Forum - A Journal of Social Anthropology and Comparative Sociology, 31(1), 19-33. https://doi.org/10.1080/00664677.2021.1865873
Nissen, M. & Mørck, L. L. (2019). Situated generalization with prototypes in dialogical teaching. In C. Højholt & E. Schraube (Eds.), Subjectivity and knowledge: generalization in the psychological study of everyday life (pp. 195-219). Springer.
Kousholt, K. B., Krejsler, J. B. & Nissen, M. (Eds.) (2019). At skulle ville: om motivationsarbejde og motivationens tilblivelse og effekter. Samfundslitteratur. https://soeg.kb.dk/permalink/45KBDK_KGL/fbp0ps/alma99122845536005763
Andersen, F. Ø. (2018). Vestfynsk landarbejder stoppede Dalton-banden: Marshall Madsen - fynsk westernhelt i USA. Fyens Stiftstidende, Sektion 1, 11. Article 16.
Khawaja, I. (2018). Rhizomatisk analyse: belonging, muslimskhed og fællesskab som eksempel. In L. Bøttcher , D. Kousholt & D. Winther Lindqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (pp. 163-185). Samfundslitteratur.
Khawaja, I. (2018). Radikalisering i skolen? fra etnicitet og køn til muslimskhed, fælleshed og belonging. Pæda­gogisk Psykologisk Tidsskrift, (5), 105-116.
Francesconi, D. (2017). Qualitative methodological issues in studying first-person perspective: between phenomenological method and cognitive science. In M. Brinkmann, M. F. Buck & S. S. Rödel (Eds.), Pädagogik - Phänomenologie: Verhältnisbestimmungen und Herausforderungen (pp. 309-321). Springer VS. https://doi.org/10.1007/978-3-658-15743-2_18
Holm, L. & Kousholt, K. (2019). Beyond washback effect: A multi-disciplinary approach exploring how testing becomes part of everyday school life focussed on the Construction of pupils´cleverness. Annual Review of Critical Psychology (Online), 16, 917-952. https://thediscourseunit.files.wordpress.com/2019/12/0917.pdf
Nielsen, G. B. (2020). Power. In M. David & M. Amey (Eds.), The SAGE Encyclopedia of Higher Education: vol. 3 SAGE Publications.

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Head of department

Department administrator

Revised 16.04.2026
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Lisbeth Hartmann