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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Pradhan, U. & Valentin, K. (2019). Ethnographies of Education and Anthropological Locations. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.468

Rasmussen, J. D. & Winther, I. W. (2018). Sensory loss amongst old family members: trapped inside and outside social encounters.

Rehder, M. M., Pereira, G. & Markham, A. (2017, Mar). “Clip, move, adjust": Video editing as reflexive rhythmanalysis in networked publics. https://futuremaking.space/all-the-feels/clip-move-adjust-video-editing-reflexive-rhythmanalysis-networked-publics/

Hasse, C. (2020). How robots challenge institutional practices. Learning, Culture and Social Interaction, 26, Article 100223. https://doi.org/10.1016/j.lcsi.2018.04.003

Nickelsen, N. C. M. (2018). Socio-technological imaginaries and human: robotics proximity – the case of Bestic. Paper presented at Robo-Philosophy 2018, Vienna, Austria.

Andersen, F. Ø. (2018). "Mål og mening, eksamen og evaluering" i uddannelsessystemet. Kognition & Pædagogik, 28(107), 2-6. Article 1.

Gilliam, L. (2017). The decent citizens: Lessons on moral superiority and the immorality of wealth in a class of priveleged youth. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 165-193). Pluto Press.

Svinth, L. (2018). Being touched: the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being. Early Child Development and Care, 188(7), 924-936. https://doi.org/10.1080/03004430.2018.1446428

Acar, I., Courtois , A., Gibson, A. J., Hazelkorn , E., Horvath, A., Jungblut , J., Kilin , E., Maassen, P., Madsen, M., Magalhães, A., Marginson, S., Orosz, K., Rienks , J., Sá, M. J., Sabic, N., Sautier , M., Seidenschnur , T., Szadkowski, K., Wende, M. V. D. ... Wright, S. (2018). Higher Education and Brexit: Current European Perspectives. Danish School of Education, Aarhus University.

Mørck, L. L. (2018). Mo(ve)ments Beyond Marginalization. Nordiske Udkast, 46(1), 38-56.

Brinkmann, S., Bresco, I., Kofod, E. H., Køster, A., Overvad, A., Petersen, A., Suhr, A., Tateo, L., Wagoner, B. & Winther-Lindqvist, D. A. (2019). The presence of grief: Research-based art and arts-based research on grief. Qualitative Inquiry, 25(9-10), 915-924. https://doi.org/10.1177/1077800418789443

Køster, A., Holte, E., Winther-Lindqvist, D. A., Brinkmann, S. & Petersen, A. (2019). Kulturelle og eksistentielle perspektiver på sorg og tabserfaringer. Psyke & Logos, 39(1), 37-54. https://tidsskrift.dk/psyke/article/download/112161/161070/

Nielsen, J. C. & Winther-Lindqvist, D. A. (2019). Trivsel hos unge efterladte og pårørende: og effekten af at tale om det! Psyke & Logos, 40(1), 183-206. Article 9. https://tidsskrift.dk/psyke/article/download/115098/163468/

Gamborg, M. L., Lieberoth, A. & Mehlsen, M. (2018). Meget mere gaming tak. P - Psykologernes fagmagasin, 4(2), 26-31. http://infolink2003.elbo.dk/PsyNyt/Dokumenter/doc/19038.pdf

van Rooij, A. J., Ferguson, C. J., Colder Carras, M., Kardefelt-Winther, D., Shi, J., Aarseth, E., Bean, A. M., Bergmark, K. H., Brus, A., Coulson, M., Deleuze, J., Dullur, P., Dunkels, E., Edman, J., Elson, M., Etchells, P. J., Fiskaali, A., Granic, I., Jansz, J. ... Przybylski, A. K. (2018). A weak scientific basis for gaming disorder: let us err on the side of caution. Journal of Behavioral Addictions, 7(1), 1-9. https://doi.org/10.1556/2006.7.2018.19

Dahl, K. K. B. (2019). Professional Development Lost in Translation? ‘Organising Themes’ in Danish Teacher Education and how it influences Student-Teachers’ Stories in Professional Learning Communities. Research in Comparative and International Education, 14(3), 357-375. https://doi.org/10.1177/1745499919865141

Winther, I. W. & Gulløv, E. (2018). Cornelius på otte år og hans sammenbragte familie er den nye måde af være familie på, og det skal vi lære. Berlingske Tidende, 36-37.

Højholt, C. & Kousholt, D. (2018). Indledning. In C. Højholt & D. Kousholt (Eds.), Konflikter om børns skoleliv (pp. 8-21). Dansk Psykologisk Forlag.

Winther, I. W. & Rasmussen, J. D. (2018). Sensory loss amongst old family members: an ethnographic study in Denmark. 45-46. Abstract from The European Society on Family Relations congress , Porto, Portugal. https://www.fpce.up.pt/esfr2018/pdf/Book_of_Abstracts.pdf

Winther, I. W. (2018). Sharing family and household: children’s experiences of diverse family forms and varied social and material relationships. Abstract from Children and Materiality, Jyväskula, Finland.

Nickelsen, N. C. M. (2018). Socio-technological imaginaries, assistive robotics and transformation of care: 4S - Sydney, Track 1. Digitization of Health. Abstract from Society for Social Studies of Science (4S). Australia, Sydney, Sydney, Australia.

Nielsen, J. C. & Hansen, H. R. (2018). ”Hvad vil du være?” Skolenarrativers betydning for transition. Dansk Pædagogisk Tidsskrift, 2(18), 60-70.

Petersen, K. E. & Ladefoged, L. (2018). Unge i bandegrupperinger: hvad ved vi - og hvad vi ikke? En forskningsopsamling over national og international viden om unge i bander. DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Unge_i_bandegrupperinger_-_Hvad_ved_vi.pdf?utm_medium=email&utm_campaign=Hvad%20ved%20vi%20om%20unge%20i%20bander&utm_content=Hvad%20ved%20vi%20om%20unge%20i%20bander+Preview+CID_cbb8ef629dfe5d93232d341f1412b62a&utm_source=Campaign%20Monitor&utm_term=Ls%20hele%20rapporten

Petersen, K. E. & Kraglund, K. (2018). Unge udsatte mødre og deres små børn. DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Unge_udsatte_moedre.pdf?utm_medium=email&utm_campaign=Ny%20rapport%20giver%20stemme%20til%20unge%20mdre&utm_content=Ny%20rapport%20giver%20stemme%20til%20unge%20mdre+CID_8949130cda11dacc8088e4a68b973694&utm_source=Campaign%20Monitor&utm_term=Ls%20hele%20rapporten

Testmann, L., Kousholt, D. & Mathiassen, C. (2017). Leder. Nordiske Udkast, 45(1), 1-2.

Højholt, C. & Kousholt, D. (2017). Dialectic and conflicts: researching school as conflictual social practice. Paper presented at International Society for Theoretical Psychology, ISTP, Tokyo, 2017: 'The Ethos of Theorizing', Tokyo, Japan.

Højholt, C. & Kousholt, D. (2018). Om at forske i konflikter om børns skoleliv. In C. Højholt & D. Kousholt (Eds.), Konflikter om børns skoleliv (pp. 22-57). Dansk Psykologisk Forlag.

Kousholt, D. (2018). Forældres samarbejde om børns fællesskaber i skolen: forbundethed og forskelle. In C. Højholt & D. Kousholt (Eds.), Konflikter om børns skoleliv (pp. 226-253). Dansk Psykologisk Forlag.

Højholt, C. & Kousholt, D. (Eds.) (2018). Konflikter om børns skoleliv. Dansk Psykologisk Forlag.

Andersen, F. Ø., Peifer, C., Freire, T., van den Hout, J., Wolters, G., Harmat, L., Heutte, J., Tan, J., Tavares, D., Simlesa, M., Pola, L., Ceja, L., Triberti, S. & Fonte, C. (2018). An overview of flow-research: a current project of the European Flow Research Network. 1-2. Abstract from Ninth European Conference on Positive Psychology, Budapest, Hungary.

Gulløv, E. (2018). Diskussionen om opdragelse: om ansvar, autoritet og balancer. Forskning i Pædagogers Profession og Uddannelse, 2(2). https://tidsskrift.dk/FPPU/article/download/110780/159944/

Jørgensen, A. H. (2019). Overcoming mistrusted masculinity: contesting ethnic minority fathers’ involvement in home–school cooperation in Denmark. Gender and Education, 31(3), 377-393. https://doi.org/10.1080/09540253.2017.1337872

Valentin, K. (2017). Anmeldelse Susanne Bregnbæk: "Fragile Elite: The Dilemmas of China's Top University Students". Tidsskriftet Antropologi, 76, 139-141.

Valentin, K. (2017). Nepalesere går på valsen. Nepal Vision, 26(2), 8-9.

Rasmussen, J. D., Winther, I. W. & Davies, H. (2018). Sharing (and) familiarities: round table discussion. 30-31. Abstract from The European Society on Family Relations congress , Porto, Portugal. https://www.fpce.up.pt/esfr2018/pdf/Book_of_Abstracts.pdf

Dannesboe, K. I., Bach, D. & Kjær, B. (2017). Different forms of concerted cultivation: the case of Denmark. Paper presented at ECER 2017, Copenhagen, Denmark.

Dannesboe, K. I. (2020). The Materialisation of School in Families' Everyday Lives. Children & Society, 34(2), 111-120. https://doi.org/10.1111/chso.12360

Dannesboe, K. I. & Kjær, B. (2019). Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context. International Studies in Sociology of Education, 28(2), 168-185. https://doi.org/10.1080/09620214.2018.1552179

Nickelsen, N. C. M. (2018). Feeding assistive robotics, socio-technological imaginaries and care: the case of Bestic. Presentation at HRI, Chicago . 1-25. Paper presented at HRI 2018, Chicago, Illinois, United States.

Gilliam, L. (2017). The impossible bilingual boys: civilising efforts and oppositional forms in a multi-ethnic class. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 138-164). Pluto Press.

Gilliam, L. (2017). Social children and good classes: moulding civilised communities during the first year of school. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 99-137). Pluto Press.

Lauritzen, L., Sorensen, L. B., Harslof, L. B., Ritz, C., Stark, K. D., Astrup, A., Dyssegaard, C. B., Egelund, N., Michaelsen, K. F. & Damsgaard, C. T. (2017). Mendelian randomization shows sex-specific associations between long-chain PUFA-related genotypes and cognitive performance in Danish schoolchildren. American Journal of Clinical Nutrition, 106(1), 88-95. https://doi.org/10.3945/ajcn.117.152595

Nickelsen, N. C. M. (2018). Human - robot proximity: exploring ethical responsibility through democratic participation. Paper presented at Robophilosophy 2018, Wien, Austria.

Søndergaard, D. M. & Hansen, H. R. (2018). Bullying, social exclusion anxiety and longing for belonging. Nordic Studies in Education, 38(4), 319-336. https://doi.org/10.18261/issn.1891-2018-04-03

Andersen, F. Ø., Klange, E. & Larsen, N. (2018). Training of trainers in Togo: Forskningsrapport om implement og Børnefondens camp i Togo for lærere ved erhvervs- og tekniske skoler i Kara september 2017. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.246.176

Lieberoth, A. & Hanghøj, T. (2017). Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning. In M. Pivic & J. Grundler (Eds.), Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017 (pp. 377-386). Academic Conferences and Publishing International Limited.

Locke, K. & Wright, S. (2017). Mainlining the motherboard: exploring gendered academic labour in the university. In C. Hudson, M. Rönnblom & K. Teghtsoonian (Eds.), Gender, Governance and Feminist Analysis: Missing in Action? (pp. 59-77). Routledge. https://doi.org/10.4324/9781315561509

Glendøs, M. (2017). Students' dreams for the future and perspectives on resilience-building aspects of their lives: The view from East Greenland. Children and Youth Services Review, 79(August), 348-354. https://doi.org/10.1016/j.childyouth.2017.06.017

Winther, I. W. (2017). "Trivsel efter skilsmissen". Pictures, Video and sound recordings (digital), Center for Børneliv.

Nordin, L. L., Jourdan, D. & Simovska, V. (2019). (Re)framing school as a setting for promoting health and wellbeing: A double translation process. Critical Public Health, 29(3), 325-336. https://doi.org/10.1080/09581596.2018.1449944

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