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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Berliner, P., Hansen, T. B. & de López, K. J. (2015). Conceiving and applying the self-culture-mind triangle. In T. G. B. Hansen, K. J. de López & P. Berliner (Eds.), Conceptual and applied approaches to self in culture and mind (1. ed., pp. 5-22). Aalborg Universitetsforlag.
Henderson, S., Berliner, P. & Elsass, P. (2015). Disaster mental health: research and implications for intervention. In R. Dahlberg, O. Rubin & M. T. Vendelø (Eds.), Disaster research: multidisciplinary and international perspectives (pp. 224-238). Routledge.
Køster, A. & Winther-Lindqvist, D. A. (2018). Personal history and historical selfhood: the embodied and pre-reflective dimension. In A. Rosa & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (2 ed., pp. 538-555). Cambridge University Press. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/B592296580ADF7428D08DBD365CDD010/9781316662229c29_p538-555_CBO.pdf/personal_history_and_historical_selfhood_the_embodied_and_prereflective_dimension.pdf
Winther, I. W., Palludan, C., Gulløv, E. & Rehder, M. M. (2015). Siblings: Practical and sensitive relations. (1 ed.) AU Library Scholarly Publishing Services. http://edu.au.dk/fileadmin/edu/Forskning/E-book_-_Siblings.pdf
Wright, S. & Simpson, B. (Eds.) (2015). David Brook's Archive Website.
Wright, S. (2015). Introduction to 'People of the Wind'. https://www.dur.ac.uk/resources/anthropology/undergraduatestudy/SWonPeopleoftheWind2003.pdf
Wright, S., Curtis, B., Lucas, L. & Robertson, S. (2015). Research Assessment Systems and their Impacts on Academic Work in New Zealand, the UK and Denmark: Summative Working Paper for URGE Work Package 5. (pp. 55). Department of Education, Aarhus University.
Wright, S. (2015). Culture and keywords in organisations: a case of continual contestation. Journal of Business Anthropology, 4(1), 129-138.
Nickelsen, N. C. M. (2015, Dec 18). Socio-material assemblies, the subjectivity of pain and work identity.
Nickelsen, N. C. M. (2015, Dec 18). Identity as wrapping up: controversies at a hospice. https://doi.org/10.13140/RG.2.1.4426.5042
Nickelsen, N. C. M. & Scheuer, J. D. (2015, Dec 18). Challenging institutional logics in Gourmet: the making of the New Nordic Kitchen. https://www.researchgate.net/publication/287214381_The_Making_of_the_New_Nordic_Kitchen
Elkjær, B. & Nickelsen, N. C. M. (2016). Intervention as workplace learning. Journal of Workplace Learning, 28(5), 266-279. https://doi.org/10.1108/JWL-09-2015-0064
Kjær, B. & Dannesboe, K. I. (2015). PPR's konsultative funktion - fra kamp til støtte: Følsomme relationer og professionelle identiteter kæmper ofte, når PPR skal støtte skolemedarbejdere med akut behov for hjælp til inklusionsarbejdet. http://www.emu.dk/modul/dilemmaer-i-ppr’s-konsultative-funktion
Kjær, B. & Kryger, N. (2016). Forældresamarbejde med elever i komplicerede læringssituationer. In J. Christiansen, B. Degn Mårtensson & T. Pedersen (Eds.), Specialpædagogik i læreruddannelsen (pp. 293-305). Hans Reitzels Forlag.
Kousholt, D. (2015). Children’s inclusion in school investigated as conflictual cooperation. Abstract from Resistance and renewal, Coventry, United Kingdom.
Kousholt, D. (2015). Parental collaboration and children’s communities in school. Paper presented at Resistance and renewal, Coventry, United Kingdom.
Kousholt, D. (2015). Barns gemenskaber och utsatta positioner: inklusion och fritidspedagogik. In P. Hviid & C. Højholt (Eds.), Fritidspedagogik med barnperspektiv (1. ed., pp. 173-192). Studentlitteratur.
Højholt, C. & Kousholt, D. (2015). Children participating and developing agency in and across various social practices: Paper presented at the Research seminar ’Child, families and communities', 2nd November 2015, Hosted by Research program Diversity, Culture, and Change, DPU, Aarhus University, Copenhagen.
Nielsen, G. B. (2017). Student politics and the value(s) of public welfare. In R. Brooks (Ed.), Student politics and protests. : international perspectives (pp. 81-96). Routledge.
Kousholt, K. & Røn-Larsen, M. (2015). Indledning: Testningens mange betydninger i skoler og daginstitutioner. Pæda­gogisk Psykologisk Tidsskrift, 52(3), 3-7.
Kousholt, K. (2015). Børn som deltagere i social testpraksis. Pædagogisk Psykologisk Tidsskrift, 52(3), 63-85.
Kousholt, K. (2015). Evaluering for læring. In J. Rasmussen, C. Holm & A. Rasch-Christensen (Eds.), Folkeskolen - efter reformen (1. ed., pp. 133-156). Hans Reitzels Forlag.
Egelund, N. & Dyssegaard, C. B. (2015). Elevernes egen oplevelse af inklusion. In A. Amlion (Ed.), Inkluderende skolemiljøer: elevernes roller (1. ed., pp. 191-215). SFI - Det nationale Forskningscenter for Velfærd. http://www.sfi.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fSFI%2fPdf%2fRapporter%2f2015%2f1515-Inkluderende-skolemiljoeer.pdf
Dyssegaard, C. B. & Egelund, N. (2015). Status. Jævne karakterer til inklusion i folkeskolen: For et par uger siden kom den sminkede udgave af kommunernes arbejde med inklusion. Sandheden er mere nuanceret. Politiken, debatsektionen, 6.
Dyssegaard, C. B. & Egelund, N. (2015). Dokumentationsprojektet: 19 skolers erfaringer med inklusion 2013-2015: en kvalitativ analyse. (1. ed.) DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Forskning/Skoleforskning/Ebog_-__19_skoler_-_2015.pdf
Egelund, N., Dyssegaard, C. B., Baviskar, S. & de Montgomery, C. (2015). Dokumentationsprojektet: Kommunernes omstilling til øget inklusion pr. marts 2015. Appendiks. (1. ed.) Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.
Baviskar, S., Dyssegaard, C. B., Egelund, N. & de Montgomery, C. (2015). Dokumentationsprojektet: Kommunernes omstilling til øget inklusion pr. marts 2015. (1. ed.) DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Forskning/Skoleforskning/Ebog_-_kommunernes_omstilling_til_inklusion_2015.pdf
Bach, D. & Christensen, S. (2015). Purposeful Play: Om reformer af børnehave og forældreskab i Singapore. Poster session presented at Åbningskonference for Cediff, Center for daginstitutionsforskning, Roskilde, Denmark.
Andersen, F. Ø. (2015). Den finske model: Hvordan sikres sammenhæng mellem forskning, uddannelse og undervisning i grundskolens fag? Paideia: tidsskrift for professionel pædagogisk praksis, (10), 7-16.
Andersen, F. Ø. (2015). Hvor er nørderne, der skal sikre klimaomstillingen? Information, 16-17. http://www.information.dk/553806
Christensen, S. & Ørberg, J. W. (2015). Privat lektiehjælp kaster sin skygge over Danmark: privat lektiehjælp er en kæmpe skyggeindustri i Asien, men nu udfordrer skyggeundervisningen også det etablerede uddannelsessystem i Danmark. Er der grund til bekymring? Asterisk (magasin), (76), 32-33. http://edu.au.dk/aktuelt/asterisk/vis-artikel/artikel/privat-lektiehjaelp-kaster-sin-skygge-over-danmark/
Tafdrup, O. A. (2015). Multistability and Human Plasticity: Why we have always been posthuman. Paper presented at Cafe Neu Romanse, Prag, Denmark.
Juul, I. & Krause-Jensen, J. (2015). Universitet og arbejdsliv - en indledning. Tidsskrift for Arbejdsliv, 17(4), 5-10.
Simonsen Abildgaard, J. & Nickelsen, N. C. M. (2016). Tallene og virkeligheden: praktiske tal og tal i praksis blandt post-omdelere. In M. Friis Andersen & L. Tanggaard (Eds.), Tæller vi det der tæller? : målstyring og standardisering i arbejdslivet (pp. 157-175). Klim.
Winther-Lindqvist, D. A. (2016). Forord. In S. Hudecek & K. A. (Eds.), Kom ind i legen!: fælles legemanuskripter som pædagogisk metode (pp. 7-12). Dafolo.
Winther-Lindqvist, D. A. (2017). The role of play in Danish child care. In G. Kragh-Müller & C. Ringsmose (Eds.), International Perspectives on Early Childhood Education and Development (pp. 95-114). Springer. https://doi.org/10.1007/978-3-319-42557-3_6
Winther-Lindqvist, D. A. (2017). Hope as Fantasy: An Existential Phenomenology of Hoping in Light of Parental Illness. In B. Wagoner, S. H. Awad & I. Bresco de Luna (Eds.), The Psychology of Imagination: History, Theory and New Research Horizons (pp. 151-173). Emerald Group Publishing.
Myong, L. (2016). I never knew: adoptee remigration to South Korea. In C. Kroløkke, L. Myong, S. Willum Adrian & T. Tjørnhøj-Thomsen (Eds.), Critical kinship studies (pp. 271-288). Rowman & Littlefield International.
Kousholt, D. (Ed.) (2015). Familieliv: idealer, udfordringer, indsatser. Nordiske Udkast, 43(1), 1-3.
Søndergaard, D. M. (2015). Among ironic avatars and robots in love: gender formations moving across humans and their technological imitations. Paper presented at The Work of Gender in the Lives of Children and Young People, Tromsø, Norway.
Kragh-Müller, G. (2015). Småbørns udvikling. In D. Cecchin (Ed.), Barndomspædagogik i dagtilbud (1. ed., pp. 73-98). Akademisk Forlag.
Holm, L. (2015). Die Dänischen Ganztagsschulen - Hintergründe und zentrale Diskurse. In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.), Jahrbuch Ganztagsschule 2016: Wie sozial ist die Ganztagsschule? (pp. 217-228). debus pädagogik verlag .
Tafdrup, O. A. (2015). Multistability and human plasticity: Towards a postphenomenological anthropology. Poster session presented at Annual Meeting Society of Social Studies of Science, Denver, United States.
Wright, S. & Ørberg, J. W. (2015). Autonomy and control: Danish university reform in the context of modern governance (Revised and updated). In B. W. Shear, S. B. Hyatt & W. Susan (Eds.), Learning under neoliberalism: ethnographies of governance in higher education (1. ed., pp. 178-200). Berghahn Books.
Morin, A. (2016). Et positioneret samarbejde: på tværs af skole, PPR og psykiatri. In B. Hamre & V. Larsen (Eds.), Inklusion, udsathed og tværprofessionelt samarbejde (pp. 107-124). Frydenlund Academic.
Madsen, L. M., Jensen, S. & Adriansen, H. K. (2015). Dilemmas and paradoxes of capacity building in African higher education: concluding remarks. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. ed., pp. 239-250). Routledge.
Naidoo, R., Adriansen, H. K. & Madsen, L. M. (2015). Creating an African university: struggling for a transformational curriculum in apartheid South Africa. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. ed., pp. 193-215). Routledge.
Adriansen, H. K., Mehmood-Ul-Hassan , M. & Mbow, C. (2015). Producing scientific knowledge in Africa today: auto-ethnographic insights from a climate change researcher. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher Education and Capacity Building in Africa: The geography and power of knowledge under changing conditions (1. ed., pp. 124-146). Routledge.
Jensen, S., Adriansen, H. K. & Madsen, L. M. (2015). Do ‘African’ universities exist? Setting the scene. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. ed., pp. 12-37). Routledge.
Adriansen, H. K., Madsen, L. M. & Jensen, S. (2015). Why study higher education and capacity building in Africa? an introduction. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. ed., pp. 1-11). Routledge.

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Revised 16.04.2026
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Lisbeth Hartmann