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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Wright, S. (2019). Enactment of the university: issues and concepts. 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. 25-51). Springer. https://doi.org/10.1007/978-94-024-1921-4_2
Wright, S. (2019). Introduction: an ethnography 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. 3-24). Springer. https://doi.org/10.1007/978-94-024-1921-4_1
Wright, S. (2019). University reform: international policy making through a Danish prism. In S. Wrigth, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (Eds.), Enacting the university: Danish university reform in an ethnographic perspective (pp. 55-85). Springer. https://doi.org/10.1007/978-94-024-1921-4
Hansen, H. R. & Nielsen, J. C. (2020). Forståelser af mobning og ensomhed i grundskolen: En undersøgelse af i befolkningen og blandt lærere og skolepædagoger. rabøl research.
Gulløv, E. (2021). Exploring divisions What to be learned from observing young children’s social preferences. Ethnography & Education, 16(3), 311-326. https://doi.org/10.1080/17457823.2020.1861955
Khawaja, I. (2020). Forståelser af mangfoldighed i pædagogiske kontekster. In S. B. Nielsen , G. F. Hansen & A. Erlandson Pedersen (Eds.), Køn, seksualitet og mangfoldighed (2. ed., pp. 69-90). Samfundslitteratur.
Andersen, F. Ø. (2020). Ute-krigen 1879-80, som oplevet af den dansk-amerikanske kavalerist Chris Madsen. Krigshistorisk Tidsskrift, 56(1), 14-28. Article 3.
Bach, D., Dannesboe, K. I., Ellegaard, T., Kjær, B., Kryger, N. & Westerling, A. (2020). Appendiks: om forskningsprojektets empiri og metode. 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. 243-251). Frydenlund Academic.
Bach, D., Dannesboe, K. I., Ellegaard, T., Kjær, B., Kryger, N. & Westerling, A. (2020). Parate børn i mødet mellem pædagoger og 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. 230-242). Frydenlund Academic.
Westerling, A., Bach, D., Dannesboe, K. I., Ellegaard, T. & Kjær, B. (2020). Familiepraksis og forældreperspektiver. 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. 160-184). Frydenlund Academic.
Kryger, N., Westerling, A. & Kjær, B. (2020). Når lokale vidensformer møder færdige kortlægningsprogrammer. 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. 96-131). Frydenlund Academic.
Levratto, V., Suminas, A., Schilhab, T. & Esbensen, G. L. (2021). Smartphones: Reading habits and Overuse. A qualitative study in Denmark, Lithuania and Spain. Educación XX1, 24(2), 167-188. https://doi.org/10.5944/educxx1.28321
Schilhab, T., Esbensen, G. L. & Nielsen, J. V. (2020). Børn og unges brug af teknologi til naturoplevelser: Statusrapport for del 1 af forskningsprojektet Naturlig Teknik. Center for Børn og Natur.
Nickelsen, N. C. M. (2019). Developing good care pathways for vulnerable citizens: Telecare as collaborative practice.
Karsten, M. M. V. (2020). Testing relevance and applicability: reflections on organizational anthropology. Journal of Organizational Ethnography, 9(2), 159-172. https://doi.org/10.1108/JOE-01-2019-0005
Karsten, M. M. V., Ruge, A. & Hulin, T. (2020). Closing the gap: Merging engineering and anthropology in holistic fire safety assessments in the maritime and offshore industries. Safety Science, 122, Article 104512. https://doi.org/10.1016/j.ssci.2019.104512
Winther-Lindqvist, D. A. (2020). Commentary on “Bereavement and the Meaning of Profound Feelings of Emptiness: An Existential-Phenomenological Analysis” : Relearning the Self among Intimate Others. In C. Tewes & G. Stanghellini (Eds.), Time and Body: Phenomenological and Psychopathogical Approaches (pp. 144-149). Cambridge University Press. https://doi.org/10.1017/9781108776660
Bach, D. & Christensen, S. (2021). Middle class parenting out of tune: Challenges to intensive parenting in SIngapore. British Journal of Sociology of Education, 42(4), 475-489. https://doi.org/10.1080/01425692.2021.1872368
Bruun, M. H., Andersen, A. O. & Mannov, A. (2020). Infrastructures of trust and distrust: the politics and ethics of emerging cryptographic technologies. Anthropology Today, 36(2), 13-17. https://doi.org/10.1111/1467-8322.12562
Rasmussen, P. & Søndergaard, D. M. (2020). Traveling Imagery - Young People's Sexualized Digital Practices. MedieKultur: Journal of media and communication research, 67(67), 76-99. https://doi.org/10.7146/MEDIEKULTUR.V36I67.113983
Bøttcher, L. (2020). Børn og unge med handicap. In K. E. Petersen & L. Ladefoged (Eds.), Forskning med børn og unge: Etik og etiske dilemmaer (pp. 223-235). Hans Reitzels Forlag.
Bøttcher, L. (2021). Supporting unusual development through moral imagination. Learning, Culture and Social Interaction, 30(Part B), Article 100384. https://doi.org/10.1016/j.lcsi.2020.100384
Petersen, K. B. & Andersen, F. Ø. (2020). Forord: til Pædagogik på kanten - en rapport. In K. B. Petersen & F. Ø. Andersen (Eds.), Pædagogik på kanten: en rapport (pp. 5-6). DPU, Aarhus Universitet. https://doi.org/10.7146/aul.360
Petersen, K. B. & Andersen, F. Ø. (2020). P-tech: en succesrig amerikansk ungdomsuddannelse for unge på kanten. In K. B. Petersen & F. Ø. Andersen (Eds.), Pædagogik på Kanten: en rapport (pp. 20-35). DPU, Aarhus Universitet. https://doi.org/10.7146/aul.360
Petersen, K. B. & Andersen, F. Ø. (Eds.) (2020). Pædagogik på Kanten: En rapport. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.360
Laursen, H. P., Pitkänen-Huhta, A., Holm, L., Golden, A. & Bagga-Gupta, S. (Eds.) (2019). Reconceptualizing Connections between Language, Literacy and Learning. Springer. Educational Linguistics Vol. 39 https://doi.org/10.1007/978-3-030-26994-4
Petersen, K. E. (2020). Pædagogisk arbejde med tidlige indsatser, opsporing og underretning i dagtilbud. In A. M. Villumsen & K. E. Petersen (Eds.), Opsporing og underretning i dagtilbud (pp. 19-36). Hans Reitzels Forlag.
Petersen, K. E. & Villumsen, A. M. (2020). Indledning. In A. M. Villumsen & K. E. Petersen (Eds.), Opsporing og underretning i dagtilbud (pp. 11-18). Hans Reitzels Forlag.
Ejersbo, L. R. (2019, Feb 19). Hvordan kædes matematik og etik sammen? Folkeskolen.dk. https://www.folkeskolen.dk/653628/hvordan-kaedes-matematik-og-etik-sammen
Ejersbo, L. R. (2019). Er matematik retfærdigt? Folkeskolen. https://www.folkeskolen.dk/659042/er-matematik-retfaerdigt
Ejersbo, L. R. (2019, Sept 8). Hænger motivation og Mindset sammen? Folkeskolen.dk. https://www.folkeskolen.dk/872297/haenger-motivation-og-mindset-sammen
Ejersbo, L. R. (2019). Er nogle regnestrategier bedre end andre? Folkeskolen. https://www.folkeskolen.dk/1103801/er-nogle-regnestrategier-bedre-end-andre
Ejersbo, L. R. (2021). Arbejdshukommelse og matematikundervisning. In M. W. Andersen & P. Weng (Eds.), Håndbog om matematik i grundskolen : læring, undervisning og vejledning (2. ed., pp. 98-125). Dansk Psykologisk Forlag.
Ejersbo, L. R. (2019). Udvikling af matematikkompetencer gennem en undersøgende matematikundervisning. Matematik: tidsskrift for regne- og matematiklærere, 47(3), 34-39.
Leron, U. & Ejersbo, L. R. (2021). Good Errors in Mathematics Education. International Journal of Mathematical Education in Science and Technology, 52(5), 752-766. https://doi.org/10.1080/0020739X.2019.1706004
Plauborg, H. (2020). Klasseledelse. In P. Brodersen (Ed.), Didaktisk opslagsbog (pp. 149-154). Hans Reitzels Forlag.
Kousholt, K. (2019). Testing and Time: steps towards a de-individualized and critical theory of test participation. In K. Murakami, J. Cresswell, T. Kono & T. Zittoun (Eds.), The Ethos of Theorising Captus University Publications.
Kousholt, K. (2019). Social og udvidende evalueringspraksis. Unge Pædagoger, 80(3), 54-71.
Kousholt, K. (2019). Testtagningsmotivation som myte: at skulle ville det, man skal, så det virker. In K. B. Kousholt, J. B. Krejsler & M. Nissen (Eds.), At skulle ville: om motivationsarbejde og motivationens tilblivelse og effekter (pp. 91-124). Samfundslitteratur.
Nissen, P. (2019). Detecting Talent from the Perspectives of Students, Parents, and Teachers. US-China Education Review B, 9(4), 119-127. Article 1. https://doi.org/10.17265/2161-6248/2019.04.001
Shore, C. & Wright, S. (2018). Performance Management and the Audited Self. In B. Ajana (Ed.), Metric Culture: Ontologies of Self-Tracking Practices (pp. 11-35). Emerald Group Publishing. https://doi.org/10.1108/978-1-78743-289-520181002
Wright, S., Carney, S., Krejsler, J. B., Nielsen, G. B. & Ørberg, J. W. (2020). Enacting the University: Danish University Reform in an Ethnographic Perspective. Springer. Higher Education Dynamics Vol. 53 https://doi.org/10.1007/978-94-024-1921-4
Adriansen, H. K., Madsen, L. M., Nissen, C. F. R. & Juul-Wiese, T. (2019). Geographies of internationalisation: from policies to practice.
Madsen, L. M. & Adriansen, H. K. (2019). Shaping academic practice through transnational research capacity building: ‘It shaped how I look at the world’. 1-6. Paper presented at Society for Research into Higher Education Annual Conference, Newport, Wales, United Kingdom.
Dannesboe, K. I. (2021). Attunement to school and classmates. In In-between: Exploring the small cracks of everyday life Aarhus Universitetsforlag.
Dannesboe, K. I. (2020). Schoolbags and children between school and family. In M. Alasuutari, M. Mustola & N. Rutanen (Eds.), Exploring Materiality in Childhood : Body, Relations and Space (pp. 89-102). Routledge.
Egelund, N. (2019). Unges krav til sig selv er med til at øge mistrivslen. Altinget.dk. https://www.altinget.dk/uddannelse/artikel/niels-egelund-unge-er-selv-med-til-at-skabe-mistrivsel
Winther-Lindqvist, D. & Svinth, L. (2019). Leg i daginstitutioner. Aarhus Universitetsforlag. Pædagogisk Indblik No. 3
Morote, R., Las Hayas, C., Izco-Basurko, I., Anyan, F., Donisi, V., Zwiefka, A., Gudmundsdottir, D. G., Fullaondo, A., Ledertoug, M. M., Olafsdóttir, A. S., Gabrielli, S., Carbone, S., Mazur, I., Krolicka-Deregowska, A., Knoop, H. H., Tange, N., Kaldalóns, I. V., Jonsdottir, B. J., González-Pinto, A. & Hjelmdal, O. (2022). Co-creation and regional adaptation of a resilience-based universal whole-school program in five European regions. European Educational Research Journal, 21(1), 138-164. https://doi.org/10.1177/1474904120947890
Kristensen, O. S. & Nielsen, A. M. (2020). Indledning: Institutionsliv. Psyke & Logos, 41(1), 5-13. https://tidsskrift.dk/psyke/article/download/121502/168872/

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Revised 16.04.2026
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Lisbeth Hartmann