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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Nissen, S. K. (2019). Symbolic Boundaries of Time: Exploring the Production of Temporal Socialisation.
Mørck, L. L. (2020). Social praksisetik: situeret etik i praksisforskning. In K. E. Petersen & L. Ladefoged (Eds.), Forskning med børn og unge: etik og etiske dilemmaer (pp. 83-94). Hans Reitzels Forlag.
Winther-Lindqvist, D. A. & Aabro, C. (2019). Alsidig personlig udvikling. In C. Aabro (Ed.), Den styrkede pædagogiske læreplan: baggrund, perspektiver og dilemmaer (pp. 43-65). Samfundslitteratur.
Gulløv, E. & Gulløv, J. M. (2020). Opvækst i provinsen: Om dem, der bliver, og dem, der rejser. Aarhus Universitetsforlag. Antropologiske Studier
Mathiassen, C. (2019). Trying to get a grip on life - the construction of a women's prison in Denmark. Abstract from International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Dietrichson, J., Ringsmose, C., Christoffersen, M. & Svinth, L. (2021). Participatory professional development and preschool quality: Evidence from a mixed-methods study. Nordic Studies in Education, 41(2), 80-110. https://doi.org/10.23865/NSE.V41.2342
Ratner, H. G., Andersen, B. L., Madsen, S. & Madsen, S. R. (2019). Configuring the teacher as data user: Public-private sector mediations of national test data. In J. Jarke & A. Breiter (Eds.), The Datafication of Education (pp. 23-36). Routledge.
Nielsen, A. M. & Petersen, F. F. (2019). The Phenomenology of the Other in ECEC and school: Practices of friendly kindness, compassion and mindful awareness as phenomena opening for professionalism and sustainable wellbeing. Abstract from ECER 2019, Hamburg, Germany.
Nielsen, A. M. & Petersen, F. F. (2019). Relational Awareness in Pedagogy and Education: psychological processes and dynamics in moments of ‘hesitation’ in intersubjective encounters . Abstract from International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Nielsen, A. M. & Laursen, P. F. (2020). Relationskompetence fra læreruddannelse til praksis: – en longitudinel undersøgelse. Psyke & Logos, 41(1), 195-214. Article 11. https://tidsskrift.dk/psyke/article/view/121515/168884
Nielsen, A. M. & Jensen, E. (2019). At vide, kunne, ville og turde – ”rela” i læreruddannelsen. In B. Christensen, C. Ferot & M. Hermansen (Eds.), Professionernes fundament: En kritik og vision (pp. 93 - 115). Dafolo.
Svinth, L. (2019). Being touched – the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being. In J. Murray & I. Palaiologou (Eds.), Young Children's Emotional Experiences Routledge.
Clemensen, N. (2020). Sprogpolitik i en postkolonial kontekst: Skolesprog og quality education i Zambia. Sprogforum, (71), 23-29. Article 3.
Hansen, N. F. & Egelund , K. S. (2019). Æstetik, kreativitet og eksperimenter: kerneelementer i fremtidens skole- og fritidspædagogik . In T. Ankerstjerne (Ed.), Pædagogik mellem skole og fritid (pp. 179-194). Dafolo.
Sørensen, M. & Hansen, N. F. (2018). Lærende Partnerskaber mellem Dagtilbud og Kulturinstitutioner. Nationalt Videncenter for Historie- og Kulturarvsformidling.
Austring , B., Schultz Thers , C., Hoffmann, M. & Hansen, N. F. (2018). Børn,kultur og lærende partnerskaber: Fra et udviklingsprojekt for MUSEET FOR SAMTIDSKUNST om formidling af kunst til små børn .
Austring , B., Hansen, N. F., Schultz Thers , C. & Hoffmann, M. (2018). Kunstformidling i småbørnshøjde: Et favntag med uforudsigeligheden . Radar - Historiedidaktisk Tidsskrift .
Hansen, N. F. & Thorsen , T. (2020). Musik og æstetik. In N. Jensen , H. Jæger & T. Bollerup-Jensen (Eds.), Tæt på pædagogik : grundfaglighed på pædagoguddannelsen Hans Reitzels Forlag.
Hansen, N. F. (2020). Øjeblikkets magi: en balance mellem systematik og spontanitet . In D. Cecchin & V. Sieling (Eds.), Pædagogers kompetencer : mellem etik, dannelse, relationer og metodologi (pp. 74-88). Akademisk Forlag.
Hansen, N. F. & Hansen, P. R. (2018). Æstetikken i pædagogikken: En genvej til demokrati og mangfoldighed. Kognition & Pædagogik, 28.årgang (109 ), 56-63.
Egelund, N., Nordahl, T. & Andersen, P. G. (2020). Elever med dansk baggrund og elever med indvandrerbaggrund - forskelle og ligheder. Aalborg Universitetsforlag. https://vbn.aau.dk/ws/portalfiles/portal/329275964/Danske_elever_og_elever_med_indvandrerbaggrund._Forskelle_og_ligheder_OA.pdf
Egelund, N. (2019). Når elever støttes og undervises af andre elever. Specialpaedagogik, 39(4), 25-31.
Egelund, N. & Dyssegaard, C. B. (2021). Special needs education and the inclusion process in Denmarks: conceptual and practical challenges at national and local level. In N. Bahdanovich Hanssen, S.-E. Hansen & K. Ström (Eds.), Dialogues between Northern and Eastern Europe on the Development of Inclusion: Theoretical and Practical Perspectives (pp. 52-65). Routledge. https://doi.org/10.4324/9780367810368-6
Egelund, N. & Dyssegaard, C. B. (2020). Mulighederne for at styrke søgning og gennemførelse af erhvervsuddannelser. Kognition & Pædagogik, 30(116), 6-14.
Ringsmose, C. & Svinth, L. (2019). Virkningsfuldt pædagogisk arbejde i dagtilbud. Aarhus Universitet. https://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Virkningsfuldt_Paedagogisk_Arbejde_i_Dagtilbud.pdf
Svinth, L. (2019). Når dagtilbud skaber inkluderende samspil og frugtbare deltagelsesmuligheder for børn i udsatte positioner. Pædagogisk Psykologisk Tidsskrift, 56(4), 67-91, 94.
Svinth, L. (2019). Hvordan skaber dagtilbud inkluderende fællesskaber for børn i udsatte positioner? Pædagogisk Psykologisk Tidsskrift, 56(4), 42-66.
Dammeyer, J., Lehane, C. M. & Chapman, M. (2019). Sexuality Among Adults with Congenital Deafblindness: A Cross-Sectional Survey Study Among Primary Carers. Sexuality and Disability, 37(3), 429-439. https://doi.org/10.1007/s11195-019-09569-4
Kousholt, K., Krejsler, J. B. & Nissen, M. (2019). Indledning. In K. Kristine, J. B. Krejsler & M. Nissen (Eds.), At skulle ville: Om motivationsarbejde og motivationens tilblivelse og effekter (pp. 11-20). Samfundslitteratur.
Kousholt, K., Krejsler, J. B. & Nissen, M. (2019). At skulle ville: om at re-artikulere motivationsbegreber og motivationsarbejde. In K. B. Kousholt, J. B. Krejsler & M. Nissen (Eds.), At skulle ville: om motivationsarbejde og motivationens tilblivelse og effekter (pp. 21-42). Samfundslitteratur.
Lieberoth, A., Hanghøj, T. & Misfeldt, M. (2019). Same game, different impact: Diagnosing the successes and failures of one game-based intervention across four schools. In J. H. Kalir (Ed.), Proceedings of the 2018 Connected Learning Summit (pp. 148-157). ETC Press.
Nickelsen, N. C. M. (2019). Telecare infrastructures, interruption and different ideas of good. Paper presented at 4S 2019 New Orleans, New Orleans, Louisiana, United States.
Eiby, T. (2019). For vild, for stille, for meget: Interview med Eva Gulløv om børneinstitutioner og børneforskning. Weekendavisen, 7-8.
Lieberoth, A. (2019). Hvorfor lokker spilskærmene så meget? Motivation, psykologi og syv spillermotiver. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 114.
Gregersen, M. T., Nielsen, J. C., Stilling Olesen, J. & Skrubbeltrang, L. S. (2019). Forskning i talentudvikling i elitesport og i uddannelse. In J. S. Olesen & J. C. Nielsen (Eds.), Talentudvikling og elitesport i skolen (pp. 39-55). Aarhus Universitetsforlag.
Søndergaard, D. M. (2019). On humanoids, avatars and the rest of us: gender and designing our new others. In C. Hasse & D. M. Søndergaard (Eds.), Designing robots, designing humans (pp. 21-39). Routledge.
Hasse, C. & Søndergaard, D. M. (2019). Introduction. In C. Hasse & D. M. Søndergaard (Eds.), Designing robots, designing humans (pp. 1-4). Routledge.
Hasse, C. & Søndergaard, D. M. (Eds.) (2019). Designing Robots, Designing Humans. Routledge.
Lieberoth, A. (2019). Digitalisering og unges mentale sundhed.. Abstract from Unges Mentale Sundhed, Aalborg, Denmark.
Søndergaard, D. M. (2019). Keynote: Psychology challenged? Refocusing our conceptual endeavors when culturenature and technology kick in. 1-16. Paper presented at International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Søndergaard, D. M. (2019). Anthropocene anxiety: Pondering what to do with the conceptualizations of ethics and care in psychology. 1-15. Paper presented at Celebrating Liv Mette Gulbrandsen, Oslo, Norway.
Søndergaard, D. M. (2019). Reimagining school bullying: Discussing the analytical implications of socio-cultural understandings of school bullying. 1-12. Paper presented at World Anti-Bullying Forum 2019, Dublin, Ireland.
Søndergaard, D. M. & Kyobe, M. (2019). Keynote: Bullying in Schools and Online: Research Approaches from Europe and Africa. 1-20. Paper presented at World Anti-Bullying Forum 2019, Dublin, Ireland.
Dahl, K. K. B. (2019). Professionspsykologi - med personen i centrum. Paper presented at Lunch Talks, DPU, Aarhus, Denmark.
Dahl, K. K. B. (2019). School culture and situated professionalism. 1-7. Paper presented at International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Dahl, K. K. B. (Ed.), Matthiesen, N. C., McIntosh, S. & Kousholt, K. (2019). Teachers and teacher education: responsible professionalism in an accelerated society’.. 1-4. Abstract from International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Rasmussen, J. D., Winther, I. W. & Swane, C. (2020). Sansesvækkelse i alderdommen - et etnografisk studie. Forlaget Ensomme Gamles værn . https://egv.dk/images/publikationer/Sansesvaekkelse_i_alderdommen.pdf
Nissen, P. (2019). Editorial. Kognition & Pædagogik, 29(111 / 112), 3 -5.
Nissen, P. (2019). Hvordan måler vi, om eleverne lærer noget i skolen og trives? Kognition & Pædagogik, 29(111/112), 122 - 129.
Nissen, P. (2019). På jagt efter talenterne - hvordan spotter vi dem? Kognition & Pædagogik, 29(111/112), 58-65.

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Revised 16.04.2026
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Lisbeth Hartmann