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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Søndergaard, D. M. (2020). Social Exclusion and Bullying. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies: vol. 4 (Vol. 4, pp. 1458-1459). SAGE Publications.
Søndergaard, D. M. (2020). Bullying and parents. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies (Vol. 1, pp. 167-169). SAGE Publications.
Søndergaard, D. M. (2020). Bullying and teachers. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies (Vol. 1, pp. 169-170). SAGE Publications.
Søndergaard, D. M. (2020). Cyberbullying. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies: vol. 2 (Vol. 2, pp. 585-587). SAGE Publications.
Søndergaard, D. M. (2020). Bullying, genealogy of the concept. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies: vol. I (Vol. 1, pp. 166-167). SAGE Publications.
Søndergaard, D. M. (2020). Bullying. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies: vol. I (Vol. 1, pp. 162-165). SAGE Publications.
Rasmussen, J. D. & Winther, I. W. (2017). Researching acquired sensory loss in older ´life: on methodological and (re)presentational challenges in ethnographic encounters.
Winther-Lindqvist, D. A. (2017). Hope as fantasy in action. Abstract from ISCAR 2017, Quebec, Canada, Quebec, Canada.
Nielsen, G. B. & Jørgensen, N. J. (2018). Engagement beyond critique? anthropological perspectives on participation and community. Conjunctions : transdisciplinary journal of cultural participation, 5(1), 1-13. https://doi.org/10.7146/tjcp.v5i1.105289
Egelund, N., Nordahl, T., Hansen, O., Andersen, P. G. & Qvortrup, L. (2017). Fagligt lavt præsterende elever: hvem får støtte? Aarhus Universitetsforlag. https://unipress.dk/udgivelser/f/fagligt-lavt-præsterende-elever/
Egelund, N., Nordahl, T., Hansen, O., Andersen, P. G. & Qvortrup, L. (2017). Portræt af elever med særlige behov: supplerende undervisning og specialundervisning i 13 kommuner. Aarhus Universitetsforlag. https://unipress.dk/udgivelser/p/portræt-af-elever-med-særlige-behov/
Ringsmose, C. (2017). Global education reform movement: challenge to Nordic childhood. Global Education Review, 4(2), 92-102. https://doi.org/10.1080/15595692.2016.1219848
Winther, I. W. (2019). Delebørn: børn der deler hushold. In A. S. Hansen, S. Højlund, C. M. S. Pallesen & M. Rytter (Eds.), Hvad vi deler: antropologiske persektiver på deling som socialt fænomen (pp. 75-93). Aarhus Universitetsforlag.
Rasmussen, J. D. (2021). The Companion City: An Initial Ramble. In K. I. Dannesboe & J. D. Rasmussen (Eds.), In-between: : Exploring Small Cracks of Everyday Life (pp. 71-88). Aarhus Universitetsforlag.
Juelskjær, M., Plauborg, H. & Adrian, S. W. (2020). Dialogues on agential realism: engaging in worldings through research practice. Routledge.
Plauborg, H. & Juelskjær, M. (2017). Professionelle læringsfællesskaber med fokus på klasseledelse: analyser fra et praksisudviklende forskningsprojekt i Greve Kommune. Aarhus Universitet.
Plauborg, H. (2017). Klasseledelse som indgang til at modvirke mobning. In V. Nørgaard (Ed.), Mobning: viden og værktøjer for fagfolk (pp. 147-174). Akademisk Forlag.
Hein, N. (2018). Situationsanalyse: forældrepositioner i elevers mobning som eksempel. In L. Bøttcher, D. Kousholt & D. A. Winther-Lnqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt Samfundslitteratur.
Hein, N. (2017). Et fælles ansvar. In V. Nørgaard (Ed.), Mobning: viden og værktøjer for fagfolk (pp. 120-145). Akademisk Forlag.
Nickelsen, N. C. M. (2017). Different modes of engagement: the sensibilities of feeding assistive robotics. Paper presented at EASST/4S Conference, Boston, Mass., Massachusetts, United States.
Mathiassen, C. & Bentsen, D. S. (2017). Uddannelse i danske fængsler: aktuelle og historiske nedslag. In KRIM: 50 års kriminalpolitik: resultater og visioner (pp. 179-204). Landsforeningen Krim.
Andersen, F. Ø. (2017). Robusthed via flowtilstande. In M. Mygind & F. Ørsted Andersen (Eds.), Robusthed i praksis: Individuelt og kollektivt (1 ed., Vol. 1, pp. 159-181). Forlaget Mindspace.
Mygind, M. & Andersen, F. Ø. (Eds.) (2017). Robusthed i praksis: individuelt og kollektivt. Forlaget Mindspace.
Winther-Lindqvist, D. A. (2019). Becoming a school child: a positive developmental crisis. In M. Hedegaard & M. Fleer (Eds.), Children's Transitions in Everyday Life and Institutions Bloomsbury Academic.
Winther-Lindqvist, D. A. & Svinth, L. (2018). Early childhood education and care (ECEC) in Denmark. In Oxford Bibliographies Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0093
Mangor, I. & Nielsen, G. B. (2019). Coworking: Om at give, sælge og dele viden i et fælles kontorlandskab. In A. S. Hansen, S. Højlund, C. M. S. Pallesen & M. Rytter (Eds.), Hvad vi deler: Antropologiske perspektiver på deling som socialt fænomen (pp. 143-159). Aarhus Universitetsforlag.
Krause-Jensen, J. (2017). Trimming the social body: an analysis of Lean management among family counsellors in a Danish municipality. Journal of Organizational Ethnography, 6 (2), 68-86. Article 1. https://doi.org/10.1108/JOE-01-2017-0005
Nordahl, T., Egelund, N., Øyen Nordahl, S. & Sunnevåg, A. K. (2017). Kultur for læring T1 Glomdalen. Senter for praksisrettet utdanningsforskning. https://www.fylkesmannen.no/contentassets/5c4a1eeccbbc4b49879ec52bd777ae3e/rapport-for-glamdalen-kultur-for-laring.pdf
Nordahl, T., Egelund, N., Øyen Nordahl, S. & Sunnevåg, A. K. (2017). Kultur for læring T1 Hedmarken. Senter for praksisrettet utdanningsforskning.
Egelund, N. & Dyssegaard, C. B. (2017). Denmark. In M. L. Wehmeyer & J. R. Patton (Eds.), The Praeger international handbook of special education (Vol. 2, pp. 67-75). ABC-CLIO/Greenwood.
Egelund, N. (2017). Elevplaner, mål og specialdidaktik. In H. B. Hansen & B. Degn Mårtensson (Eds.), Specialdidaktik i teori og praksis: undervisning på specialskoler og i specialklasser (pp. 343-354). Hans Reitzels Forlag.
Egelund, N. & Dyssegaard, C. B. (2017). Vidensnotat om anvendelse af forskning I grundskolen. Dansk Clearinghouse for uddannelsesforskning, DPU, Aarhus Universitet.
Dyssegaard, C. B., Egelund, N. & Sommersel, H. B. (2017). What enables or hinders the use of research-based knowledge in primary and lower secondary - a systematic review and state of the field analysis. (1 ed.) Dansk Clearinghouse for uddannelsesforskning, DPU, Aarhus Universitet. Clearinghouse-forskningsserien No. 31
Køster, A. (2017). The affective depth of bereavement: some preliminary remarks. Paper presented at International conference on grief and bereavement in contemporary society, Lisabon, Portugal.
Andersen, F. Ø., Wiskerchen, M. & Lund Honore, C. (2017). Finsk læreruddannelse i et dansk perspektiv: rapport over forskningsprojekter 2015 - 2017. DPU, Aarhus Universitet. https://backend.folkeskolen.dk/~/2/8/finsk-laereruddannelse--i-et-dansk-perspektiv.pdf
Andersen, F. Ø. & Jørgensen, P. S. (2017). Karakterdannelse er nøglen til uddannelse. Politiken, debatsektionen, 5.
Rasmussen, J. D. (2018). Ældre, der lever deres vågne timer på gaden. In S. Glasdam & F. F. Jacobsen (Eds.), Gerontologi: perspektiver på ældre mennesker (pp. 188-206). Gad.
Nielsen, A. M. (2017). Mindfulness for unge: hvordan virker mindfulness for unge i 9. klasse? DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/E-bog-Mindfulness-for-unge-2017.pdf
Schmidt, M. C. S., Hansen, J. H., Riis Jensen, C. & Molbæk, M. (2017). Inklusion og eksklusion i skolens praksis: "approaching inclusion" – et forskningsprojekt med en sociologisk vinkel. Folkeskolen, (9), 37-39. https://www.folkeskolen.dk/607715/inklusion-og-eksklusion-i-skolens-praksis
Torres, I. (2017). Teachers’ use of dietary recalls for exploratory dialogue in the classroom. Health Education Journal, 76(7), 869 - 879. https://doi.org/10.1177/0017896917718876
Torres, I. & Benn, J. (2017). The rural school meal as a site for learning about food. Appetite, 117, 29–39. https://doi.org/10.1016/j.appet.2017.05.055
Winther-Lindqvist, D. A. (2017). Leg gør dig livsduelig. Asterisk (magasin), 81, 34-35. http://edu.au.dk/fileadmin/edu/Asterisk/81/Asterisk81-s34-35.pdf
Nissen, P. (2017). Undersøg: praktikerens guide til undersøgelsesdesign og formidling af resultater. Dansk Psykologisk Forlag.
Ladefoged, L. (2017). Nationale og internationale erklæringer og konventioner. In K. E. Petersen & T. Erlandsen (Eds.), Pædagogen som myndighedsperson: en grundbog (pp. 111-125). Samfundslitteratur.
Andersen, B. L., Hasse, C., Na-songkhla, J., Nordin, N. & Norman, H. (2018). Perceptions of authority in a massive open online course: an Intercultural study. International Review of Education, 64(2), 221-239. https://doi.org/10.1007/s11159-018-9708-z
Leahy, D. & Simovska, V. (2017). Critical perspectives on health and wellbeing education in schools. Health Education, 117(5), 430-433. https://doi.org/10.1108/HE-06-2017-0034
Sunde, P. & Bødtker Sunde, P. (2017). Om aber og 02-taller: Præciseringer og refleksioner. MONA : Matemati- og Naturfagsdidaktik - tidsskrift for underviser, forskere og formidlere, 2017(2), 101-105. https://tidsskrift.dk/mona/issue/view/4335
Holm, L. (2017). Rammesætning af det sprogpædagogiske arbejde med tosprogede småbørn. Paper presented at Nordand 13, Vasa, Finland.
Petersen, K. E. & Erlandsen, T. (2017). Introduktion. In K. E. Petersen & T. Erlandsen (Eds.), Pædagogen som myndighedsperson: en grundbog (pp. 11-22). Samfundslitteratur.
Lieberoth, A. (2017). The gamified self: the inevitable marriage of self-tracking to game thinking and the paraludic mindset. Abstract from AIAS conference: Metric culture, Aarhus, Denmark.

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Revised 16.04.2026
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Lisbeth Hartmann