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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Dahl, K. K. B. (2019). Challenges of cross-professional cooperation: shaping motivation and professional identity among teachers and pedagogues in Danish schools. Paper presented at International Society for Teacher Education, Niagara Falls, Ontario, Canada.
Hayas, C. L., Izco-Basurko, I., Fullaondo, A., Gabrielli, S., Zwiefka, A., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdóttir, A. S., Donisi, V., Carbone, S., Rizzi, S., Mazur, I., Krolicka-Deregowska, A., Morote, R., Anyan, F., Ledertoug, M. M., Tange, N., Kaldalons, I. ... The UPRIGHT consortium (2019). UPRIGHT, a resilience-based intervention to promote mental well-being in schools: study rationale and methodology for a European randomized controlled trial. BMC Public Health, 19(1), Article 1413. https://doi.org/10.1186/s12889-019-7759-0
Lysgaard, J. A., Dovigo, F., Carlsson, M. S., Rodriguez, C. C. & Rosen, L. (2019). Education Research At Risk In Europe: What are the scientific, ethical, political and practical implications?.
Rasmussen, J. D. (2019). Social Life Below Society's Surface: Findings From a Four Year Long Ethnographic Work Among Unusual Older People in Copenhagen. Abstract from International Association of Gerontology and Geriatrics European Region Congress, Sweden.
Dahl, K. K. B. (2019). Dømmekraft i læreruddannelse: et spørgsmål om personlig-professionel tilblivelse? Dansk Pædagogisk Tidsskrift, (1), 36-45.
Plauborg, H. (2019). Undervisningsforstyrrende uro i skolen. Aarhus Universitetsforlag. Pædagogisk Indblik No. 1
Bøttcher, L. (2019). Den svære overgang til skolen. CP Indblik, 2019(3), 18-19.
Bøttcher, L. (2019). Betydningen af leg i udviklingen af sprog. ISAAC nyt, 2019(1), 12-15. http://www.isaac.dk/wp-content/uploads/isaac2019-1.pdf
Karsten, M. M. V. (2019). Short-term Anthropology: Thoughts from a Fieldwork Among Plumbers, Digitalisation, Cultural Assumptions and Marketing Strategies. Journal of Business Anthropology, 8(1). https://rauli.cbs.dk/index.php/jba/article/view/5718
Schilhab, T. & Esbensen, G. L. (2021). Outdoor learning with apps in Danish open education. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook for Online Learning Contexts: Digital, Mobile and Open (pp. 99-113). Springer. https://doi.org/10.1007/978-3-030-67349-9, https://doi.org/10.1007/978-3-030-67349-9_8
Ladefoged, L. (2019). Policy, regler og vedtagelser for den inkluderende skole. In K. E. Petersen & J. H. Hansen (Eds.), Inklusion og eksklusion: en grundbog (pp. 75-88). Hans Reitzels Forlag.
Hansen, O. H., Svinth, L. & Broström, S. (Eds.) (2019). Barnet i centrum 2: mod en 0-3-årspædagogik i vuggestue og dagpleje. Akademisk Forlag.
Schilhab, T. & Esbensen, G. L. (2019). Socio-cultural influences on situated cognition in nature. Frontiers in Psychology, 10(APR), Article 980. https://doi.org/10.3389/fpsyg.2019.00980
Plauborg, H. (2019). Klasseledelse gentænkt med undervisningsforstyrrende uro som eksempel. Undervisningsministeriet.
Morin, A. (2019). Et psykologisk blik på inklusion: at skabe rammer for modtagelse af børns forskellige bidrag. In K. E. Petersen & J. H. Hansen (Eds.), Inklusion og eksklusion: en grundbog (pp. 125-136). Hans Reitzels Forlag.
Nielsen, G. B. (2019). Radically democratising education? New student movements, equality and engagement in common, yet plural, worlds. Research in Education, 103(1), 85-100. https://doi.org/10.1177/0034523719842605
Anderson, S. (2020). Ruth Benedict: kultur og personlighed. In K. Hastrup (Ed.), Klassiske og moderne antropologiske tænkere (pp. 207-232). Hans Reitzels Forlag.
Wallace, J. (2019). Ethics and inscription in social robot design. A visual ethnography. Paladyn, 10(1), 66-76. https://doi.org/10.1515/pjbr-2019-0003
Andersen, F. Ø., Mølgaard, L., Wåst, T. & Nørgaard, L. (2019). Intensiv læring: Relationer, mestringsoplevelser og transfer i det nye pædagogiske landskab. Dafolo. Undervisning og læring
Winther, I. W. (2019). DET USYNLIGE HØRE- OG SYNSTAB –: BETYDNING I SOCIALE RELATIONER. Abstract from Atypiske ÆLDRELIV, Nyborg, Denmark.
Baktoft, H., Christensen, J. K. & Bormann, S. M. (2019). ALLE SAMMEN: hvordan børn styrkes gennem gode fællesskaber i skolen.
Petersen, K. E. & Hansen, J. H. (2019). Forord. In K. E. Petersen & J. H. Hansen (Eds.), Inklusion og eksklusion : en grundbog (pp. 15-16). Hans Reitzels Forlag.
Juul-Wiese, T. & Adriansen, H. K. (2019). Når pædagogiske ideer rejser med lærerstuderende i udlandspraktik. Dansk pædagogisk tidsskrift, (3), 44-54.
Winther-Lindqvist, D. A. & Holm, C., (2019). 1000 dage. Anbefalinger til forbedring af den tidlige indsats, 11 p. http://edu.au.dk/fileadmin/edu/Forskning/Working_papers/Analyse_og_anbefalinger_-_1000_dage_FINAL.pdf
Holm, L. (2019). Globalisation and academic literacy. Abstract from Education in a globalized world, Uppsala, Sweden.
Walakira, L. K. O. & Wright, S. (2018). 'I'm like a snail carrying my entire house with me': doctoral fellows' experiences of a mobile life. Learning and Teaching, 11(2), 51-68. https://doi.org/10.3167/latiss.2018.110204
Gilliam, L. (2019). Minoritetsdanske drenge føler sig forskelsbehandlet i skolen. Videnskab.dk. https://videnskab.dk/kultur-samfund/minoritetsdanske-drenge-foeler-sig-forskelsbehandlet-i-skolen
Holm, L. (2019). Ti års test af literacy. In H. P. Laursen (Ed.), Tegn på sprog : set udefra: fire perspektiver (pp. 41-58). Forlaget UCC. https://ucc.dk/sites/default/files/tegn_paa_sprog_-_set_udefra_2019.pdf
Lund, R. (2020). The social organisation of boasting in the neoliberal university. Gender and Education, 32(4), 466-485. https://doi.org/10.1080/09540253.2018.1482412
Hasse, C., Trentemøller, S. & Sorenson, J. (2018). The use of ethnography to identify and address ethical, legal, and societal (ELS) issues. In HRI 2018 - Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 393-394). Association for Computing Machinery. https://doi.org/10.1145/3173386.3173560
Andersen, F. Ø. (2019). Slaget ved Slim Buttes 9. september 1876: som det blev oplevet af den dansk-amerikanske kavalerist, Chris Madsen. Krigshistorisk Tidsskrift, 55(1 - 2019), 29-43. Article 3.
Adriansen, H. K. (2019). Universitetspolitik på en klogere måde. Politiken, kroniken, 5-6 (Debat).
Højholt, C. & Kousholt, D. (2020). Contradictions and conflicts: Researching school as conflictual social practice. Theory & Psychology, 30(1), 36-55. https://doi.org/10.1177/0959354319884129
Kousholt, D. (2019). Skolevanskeligheder set fra forældres perspektiver - om organisering af forældresamarbejde som opgave for PPR. Pædagogisk Psykologisk Tidsskrift, 56(2), 69-84.
Kousholt, D. (2019). Samarbejde om forskelle – forældres samarbejde om børns fælles skoleliv. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, (113).
Alexander, C., Bruun, M. H. & Koch, I. (2018). Political economy comes home: on the moral economies of housing. Critique of Anthropology, 38(2), 121-139. https://doi.org/10.1177/0308275X18758871
Gabrielli, S., Hayas, C. L., Hjemdal, O., Ledertoug, M., Guomundsdóttir, D. G., Olafsdóttir, A. S., Zwiefka, A. & Fullaondo, A. (2018). The UPRIGHT project: Designing and validating resilience-based interventions for promoting mental wellbeing in early adolescence. In Proceedings of the 12th EAI International Conference on Pervasive Computing Technologies for Healthcare, PervasiveHealth 2018 (pp. 352-355). Association for Computing Machinery. https://doi.org/10.1145/3240925.3240955
Shore, C. & Wright, S. (2018). How the Big 4 got big: Audit culture and the metamorphosis of international accountancy firms. Critique of Anthropology, 38(3), 303-324. https://doi.org/10.1177/0308275X18775815
Rasmussen, P. (2017, Jun 1). Anbefaling om børn og unges digitale liv set med unges øjne. Red Barnet.
Petersen, K. E. (2018). Farlige unge eller farlig forskning: om udviklingen af strategier for etiske situationer og dilemmaer i forskning sammen med unge mænd i bandegrupperinger. Dansk Sociologi, (4), 31-53.
Knoop, H. H. & Linstad, A. K. (2019). Motivation og frihed i pædagogikken. In A. Søndberg (Ed.), Motivtion - I klasseledelse, relationer og didaktik (1 ed., pp. 10-18). KvaN.
Gulløv, E. & Winther, I. W. (2021). Sibling relationships: Being connected and related. In A.-M. Castrén, V. Česnuitytė, I. Crespi, J.-A. Gauthier, R. Gouveia, C. Martin, A. M. Mínguez & K. Suwada (Eds.), The Palgrave Handbook of Family Sociology in Europe (1 ed., pp. 301-321). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-73306-3
Winther, I. W. (2021). Thrown into and out of togetherness: Children’s experiences of living apart from, with and in multi-local families. In M. Alasuutari, M. Mustola & N. Rutanen (Eds.), Exploring Materiality in Childhood: Body, Relations and Space (pp. 103-120). Routledge. https://doi.org/10.4324/9781003024705
Nørby, S. (2018). Memory control and emotion regulation. Abstract from 4th international conference of the European Society for Cognitive and Affective Neuroscience, Leiden, Netherlands.
Nørby, S. (2018). Graded forgetting: reasons and implications. Abstract from The UC Irvine International Conference on Learning & Memory, Huntington Beach, CA, United States.
Nørby, S. (2018). Memory and emotion regulation. Abstract from Autobiographical Memory and the Self, Aarhus, Denmark.
Lysgaard, J. A. & Simovska, V. (2018). The significance of `participation' as an educational ideal in education for sustainable development and health education in schools. In C. Lapping (Ed.), Freud, Lacan, Zizek and education: exploring unconscious investments in policy and practice Routledge.
Ledertoug, M. M., Tange, N. & Las Hayas Rodriguez, C. (2018). UPRIGHT: et trivsels- og robusthedsprogram for teenagere. Kognition & Pædagogik, 28(110), 70-79. Article 7.
Nielsen, A. M. (2018). Artikulationsanalyse i fænomenologisk perspektiv: kontemplativ undervisning som eksempel. In L. Bøttcher, D. Kousholt & D. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (pp. 63 - 87). Article 3 Samfundslitteratur.
Nielsen, A. M. (2018). Den relationelle opmærksomheds fænomenologi. 1-24. Paper presented at Forum for eksistentiel fænomenologi, København, Denmark.

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Department administrator

Revised 16.04.2026
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Lisbeth Hartmann