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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Petersen, K. E. (2017). Voices from a gang: a study of young gang members and stories as told by themselves about upbringing, school and gang life – gang research in a Danish context. Journal of Gang Research, 24(2), 35-52.
Søndergaard, D. M. (2016). New materialist analyses of virtual gaming, distributed violence, and relational aggression. Cultural Studies - Critical Methodologies, 16(2), 162-172. https://doi.org/10.1177/1532708616636146
Gilliam, L. & Gulløv, E. (2017). Children of the welfare state: civilising practices in schools, childcare and families. Pluto Press. Anthropology, Culture and Society
Andersen, F. Ø., Aaltonen, K. & Traun, T. (2016). Introduktion til Kognition og pædagogik nr. 99. Kognition & Pædagogik, 26(99), 2-8. Article 1.
Petersen, K. E. (2016). Pædagogens arbejde i en samfundsmæssig kontekst. In D. T. Gravesen & K. S. Iversen (Eds.), Pædagogik i dagtilbud (pp. 484-502). Hans Reitzels Forlag.
Petersen, K. E. (2016). Børn i udsatte positioner. In D. T. Gravesen & K. S. Iversen (Eds.), Pædagogik i dagtilbud (pp. 225-244). Hans Reitzels Forlag.
Bøhm, M., Nickelsen, N. C. M. & Hagedorn-Rasmussen, P. (2017). Hjelmkamera som opmærksomhedsunderstøttende teknologi. Psyke & logos, 37(1), 171-189. https://tidsskrift.dk/psyke/article/download/25536/22440
Holm, L. (2016). Heldagsskoler: rationale og diskurser. Unge Pædagoger, (1), 5-12.
Berliner, P. (2015). Fredspsykologi - en begrundelse for et vigtigt område I psykologien. Psykologisk Set, 35(99-100), 30-36. Article 3.
Bayer, S. A.-L. (2015). Opbrud i det børnehavepædagogiske felt 1965-1985: fra børnepsykologi til barndomsforskning. In Kald og kundskab: Brydninger i børnehavepædagogikken 1870-2015 (pp. 119-164). U Press.
Eklund Hansen, A., Bayer, S. A.-L. & Kristensen, J. E. (2015). Børnehavepædagogikkens brydninger I mellemkrigstiden 1920-1945: Frobel, Montesorri, børnepsykologien og den danske reformpædagogik. In Kald og kundskab: brydninger i børnehavepædagogikken 1870 til 2015 (pp. 79-118). U Press.
Winther-Lindqvist, D. A. (2018). Uvished i ungeliv med en alvorligt syg forælder. Tidsskrift for Forskning i Sygdom og Samfund, 15(29), 55-76. Article 29. https://tidsskrift.dk/sygdomogsamfund/article/view/111302/160338
Nickelsen, N. C. M. & Elkjær, B. (2016). Organizing for non-learning: the case of COPD telecare in Danish hospitals. Paper presented at Organization, Learning, Knowledge and Capabilities, St. Andrews.
Nickelsen, N. C. M. (2016). Care routines, feeding assistive robotics and the disabled body. Abstract from 4S/EASST Conference Barcelona, Barcelona, Spain.
Elkjær, B. & Nickelsen, N. C. M. (2016). “Us Versus Them!” … Or …? Exploring Coordination practices as a Pathway to Sustainable Universities. Abstract from Creative University Conference (CUC), AAU, Aalborg, Denmark. http://www.creativeuniversity.aau.dk/digitalAssets/218/218703_creative-university---overview.pdf
Hedegaard Jacobsen, B. & Skovlund, H. (2016). Kan diagnoser være retningsgivende for pædagogisk psykologisk intervention? et inklusionsperspektiv. Specialpaedagogik, (2), 17-38. Article 2.
Plauborg, H. (2017). Hvordan leder man en klasse? In P. Fibæk Laursen & H. J. Kristensen (Eds.), Didaktikhåndbogen: teorier og temaer Hans Reitzels Forlag.
Jordi, M., F, E., J. L., F., Lieberoth, A. & L, V. (2016). 3D Wire 2015: gamification report. gecon.es.
Gulløv, E., Winther, I. W. & Palludan, C. (2015). Søskende i praksis. Sundhedsplejersken, 37(4), 28-35.
Knudsen, H. & Adriansen, H. K. (2016). Experimenting with practice: a monstrous pedagogy. In K. Majgaard, J. C. R. Nielsen, B. Quinn & J. W. Raine (Eds.), Developing public managers for a changing world (Vol. 5, pp. 183-204). Emerald Group Publishing. https://doi.org/10.1108/S2045-794420160000005010
Bøttcher, L. (2015). Når et barn i klassen har cerebral parese: om tilrettelagt undervisning for barn med CP. Cerebral-parese foreningen (Norge).
Soffer, A. K. B. (2016). Situating beyond the social: understanding the role of materiality in Danish nursing education. Advances in Health Sciences Education, 21(4), 819-832. https://doi.org/10.1007/s10459-016-9668-7
Nielsen, G. B. & Sarauw, L. L. (2017). Tuning up and tuning in: how the European Bologna process is influencing students’ time of study. In S. Wright & C. Shore (Eds.), Death of the public university? : uncertain futures for higher education in the knowledge economy (pp. 156-172). Berghahn Books.
Knudsen, H. & Khawaja, I. (2016). Vilje til selvinklusion: når fællesskabet står og falder med den enkelte elevs forhold til sig selv. Social Kritik:Tidsskrift for social analyse & debat, (147), 68-75.
Mathiassen, C. (2017). Being a woman in mixed-gender prisons. In P. S. Smith & T. Ugelvik (Eds.), Scandinavian penal history, culture and prison practice: embraced by the welfare state? (pp. 377 - 404). Palgrave Macmillan.
Laursen, P. F. & Nielsen, A. M. (2015). Lærer-elev-relationer: lærerens relationskompetence. In E. Skibsted (Ed.), Relationsarbejde (1. ed., pp. 29-37). Akademisk Forlag.
Nielsen, A. M. & Laursen, P. F. (2017). Contemplative teacher education, teacher identity and relationship-building strategies. In E. H. Dorman, K. Byrnes & J. Dalton (Eds.), Impacting teaching and learning. : contemplative practices, pedagogy, and research in education (pp. 53-66). Rowman & Littlefield Publishers.
Gilliam, L. (2017). Identitet: kategoriseringer og sociale dynamikker. In I. Wenzel Winther, G. Bykærholm Nielsen & E. Gulløv (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 121-136). Hans Reitzels Forlag.
Mathiassen, C. & Nielsen, A. M., (2014). Kandidatuddannelsen i pædagogisk psykologi, Aarhus Universitet: dokumentationsrapport vedrørende akkreditering og godkendelse, No. 70010, 592 p., Jul 01, 2014.
Kousholt, K. (2015). Børns gætterier ved nationale test. CEPRA-striben. Tidsskrift for evaluering i praksis, (18), 46-57. http://blad.ucn.dk/FoU/Ceprastriben/Ceprastriben18/
Rasmussen, M. S. (2015). Passion som katalysator for inklusion og engagement? In K. B. Petersen (Ed.), Perspektiver på inklusion (pp. 293-311). DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Cursiv/Cursiv_17.pdf
Adriansen, H. K. (2015). The geography of peace: Egyptian land reclamation and agri-cultural cooperation with Israel. AU Library Scholarly Publishing Services.
Spuzic, S., Narayanan, R., Adriansen, H. K., Abhary, K., Pignata, S., Uzunovic, F. & Guang, X. (2016). The synergy of creativity and critical thinking in engineering design: the role of interdisciplinary augmentation and the fine arts. Technology in Society, 45(45), 1-7. https://doi.org/10.1016/j.techsoc.2015.11.005
Lagermann, L. C. (2016). Marginaliserede unge og den betydningsfulde voksne: en fortælling om magtesløshed. Pædagogisk Psykologisk Tidsskrift, 53(2), 30-42.
Kragh-Müller, G. (2015). Pædagogisk kvalitet i daginstitutionen: om KIDS metoden til evaluering og udvikling af pædagogisk kvalitet. Vera : tidsskrift for pædagoger, (73), 22-28.
Ejersbo, L. R. (2015). Hvem ved hvordan lærernes undervisere på uddannelsen/efteruddannelsen underviser? MONA - Matematik- og Naturfagsdidaktik, (3), 75-79. https://tidsskrift.dk/index.php/mona/article/view/71521/128835
Plauborg, H. (2016). Klasseledelse gentænkt. Hans Reitzels Forlag.
Ringsmose, C. & Kragh-Müller, G. (2017). How positive childhood experiences promote children´s development of democratic skills in Denmark. In C. Ringsmose & G. Kragh-Müller (Eds.), Nordic social pedagogical approach to early years (pp. 189-204). Article 11 Springer. https://doi.org/10.1007/978-3-319-42557-3
Clausen, S. B. & Ringsmose, C. (2017). The professional identity of the Danish pedagogue: historical root in an education with focus on democracy, creativity, dannelse and a "childhood logic". In International Perspectives on Early Childhood Education and Development (pp. 237-252). Springer. https://doi.org/10.1007/978-3-319-42557-3_14
Ringsmose, C. & Clausen, S. B. (2017). Comparative perspectives on early childhood: choices and values. In C. Ringsmose & G. Kragh-Müller (Eds.), International Perspectives on Early Childhood Education and Development (pp. 73-92). Springer. https://doi.org/10.1007/978-3-319-42557-3
Ringsmose, C. & Kragh-Müller, G. (Eds.) (2017). Nordic social pedagogical approach to early years. Springer. https://doi.org/10.1007/978-3-319-42557-3
Andersen, F. Ø. (2015). Inklusion af marginaliserede drenge: følgeforskning til drengeakademiet. In K. Bjerg Petersen (Ed.), Perspektiver på inklusion (pp. 219-240). DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Cursiv/Cursiv_17.pdf
Andreasen, K. E., Kelly, P., Kousholt, K., McNess, E. & Ydesen, C. (2015). Standardised testing in compulsory schooling in England and Denmark: a comparative study and analysis. Bildung und Erziehung, 68(3), 329-348.
Hasse, C. & Davies, C. (Eds.) (2017). Educational Technologies in a Cultural Learning Perspective. (3 ed.) Routledge. Oxford Review of Education
Hasse, C. (2015). An Anthropology of Learning in Epistemic Cultures. In I. Langemeyer, M. Fischer & M. Pfadenhauer (Eds.), Epistemic and Learning Cultures: Wohin sich Universitäten entwickeln (pp. 34-45). Juventa Verlag.
Hasse, C. (2020). Posthumanist learning: What robots and cyborgs teach us about being ultra-social. Routledge.
Laursen, H. P. & Mogensen, N. D. (2016). Timespacing competence: multilingual children’s linguistic worlds. Social Semiotics, 26(5), 563-581. https://doi.org/10.1080/10350330.2015.1137163
Petersen, K. E. (2015). "Hopper du ikke på ambulancen, så mister du chancen": socialpædagogiske indsatser i arbejdet med unge i bandegrupperinger - set fra de unge bandemedlemmers perspektiver. Tidsskrift for Socialpædagogik, 18(2), 71-83.
Berliner, P. (2015). Fra anstalt til samfund: nye veje for domfældte unge i Grønland. Psyke & logos, 36(1), 196-219. http://ojs.statsbiblioteket.dk/index.php/psyke/article/view/22832
Bøndergaard, A.-J. F. & Berliner, P. (2015). Danske skoleelevers opfattelse af fred. Pæda­gogisk Psykologisk Tidsskrift, 52(5-6), 3-14.

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Revised 16.04.2026
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Lisbeth Hartmann