Danish School of Education

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 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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Juhl, P., Westerling, A. & Dannesboe, K. I. (2023). ”Hun er jo mit barn, men det er deres sted” – Forældre og pædagogers grænsesøgning i hverdagens samarbejde. Barn – Forskning om barn og barndom i Norden, 41(1). https://doi.org/10.23865/barn.v41.5204
Gilliam, L. (2024). "I'm no longer tough": School motivation among minority Danish boys. In N. Hammarén, L. Stretmo & B. Ivemark (Eds.), Migrant youth, schooling and identity: Perspectives and Experiences from Northern Europe (pp. 19-36). Springer. https://doi.org/10.1007/978-3-031-63345-4
Gilliam, L. & Markom, C. (Eds.) (2024). Difference and sameness in schools: Perspectives from the European anthropology of education. Berghahn Books. EASA-series Vol. 48 https://doi.org/10.3167/9781805394761
Andersen, F. Ø. (2022). Cypern projektet. Danmarks Veteraner, 53(6), 22.
Spangler, V., Møller Madsen, L. & Adriansen, H. K. (2022). Unpacking the ‘international’ in international academic mobility. 1-3. Paper presented at Society for Research into Higher Education (SRHE) 2022: Mobilities in Higher Education.
Laursen, H. P., Holm, L. & Ahrenkiel, A. (2023). Skriften på væggen. Når børn skaber literacy i daginstitutionen. Dansk Pædagogisk Tidsskrift, 2023(1), 1-13. https://dpt.dk/temanumre/2023-1/skriften-paa-vaeggen-naar-boern-skaber-literacy-i-daginstitutionen/.
Nielsen, J. C. & Hansen, H. R. (2023). Trivsel som tilhørsprocesser. Pædagogisk Psykologisk Tidsskrift, 60(1), 26-36.
Borring, C. G. & Kousholt, D. (2023). School Psychology Practice as Conflictual Collaboration. In C. Pracana & M. Wang (Eds.), Psychological Applications and Trends 2023 (pp. 201-206). inScience Press. https://inpact-psychologyconference.org/wp-content/uploads/2023/04/InPACT_2023_BookProceedings.pdf
Kousholt, D. (2020). 与儿童合作研究: 探索日常生活行为的矛盾状况. In E. Schraube & C. Højholt (Eds.), 心理学与日常生活 (pp. 241-258). Beijing Normal University Press.
Wright, S., Gulløv, E. & Gilliam, L. (2022). Regeringen tager fejl: etårige kandidatuddannelser er en utrolig dårlig ide: Den gør os kun dummere. Politiken. https://politiken.dk/del/369TC3AA2f-A
Andersen, F. Ø. (2022). Danske FN-soldater i skudlinjen på Cypern. Del 2. Chakoten, 77 (4), 4-8. Article 2.
Skytte Jakobsen, I., Linder, A., Andersen, F. Ø. & Søndergaard, H. (2022). Sammenbrud i anbringelsen er et brud på barnets nære relationer. Socialt Indblik. https://www.socialtindblik.dk/sammenbrud-i-anbringelsen-er-et-brud-paa-barnets-naere-relationer-prisen-er-hoej-for-barnet/
Petersen, K. E. (2022). Tidlige forebyggende indsatser, opsporing og underretning i dagtilbud: rettet mod børn i risiko for mistrivsel. Aarhus Universitetsforlag. Pædagogisk Indblik No. 20 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Tidlige_forebyggende_indsatser_dagtilbud/20_Tidlige-forebyggende-indsatser-opsporing-og-underretning-i-dagtilbud_-_17-11-2022.pdf
Søndergaard, D. M. (2022). Drifting Boundaries and Gendered Negotiations – Young People Navigating Analogue-Digital Becoming. Paper presented at Feminist Matterings, Oulu, Finland.
Rose, P. & Winther-Lindqvist, D. A. (2021). Conversation Groups for Children of Divorced Parents – an Emerging Social Representation for a New Service in Schools. Papers on Social Representations, 30(2), 5.1-5.28.
Slingerland, R. H. (2022). Børnegarderoben som sprogligt mødested. Viden om Literacy, (32), 84-94. https://videnomlaesning.dk/media/5293/32_rianne-h-hesselvig.pdf
Nielsen, A. M. (2022). Disponerer ungdomsliv med stress for arbejdsliv med udfordringer?. 1-10. Poster session presented at Stresskonferencen 2022, Copenhagen, Denmark.
Schilhab, T., Balling, G. & Esbensen, G. L. (2024). Exploring Reading Aloud Events through embodied learning: Impacts on early literacy. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 25-33). Routledge. https://doi.org/10.4324/9781003341604-5
Nielsen, A. M. (2022). Relational Awareness in Teachers' and Counsellors' Practices. In N. K. Toren, C. Korzeniowski & G. J. van Schalkwyk (Eds.), Proceedings of the 2021 Oxford Symposium in School-Based Family Counseling (pp. 83-97). Institute for School-Based Family Counseling. https://www.oxfordsymposium-sbfc.com/_files/ugd/e85353_faf3c06d20804a3c93ba50ef6b074b16.pdf
Egelund, N. (2022). Gennemførelse i uddannelsessystemet: hvilke barrierer er der? In Signatur, forskning, pædagogik og forbedring (pp. 18-24). Dafolo.
Egelund, N. (2022). Inklusion i et historisk perspektiv. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 42(123), 17-27.
Kragh-Müller, G. & Ringsmose, C. (2024). Vurdering af kvalitet i daginstitutioner. In L. Bøttcher & J. Dammeyer (Eds.), Pædagogisk psykogisk testning og udredning (pp. 141-156). Samfundslitteratur.
Proyer, M. (Ed.), Veck, W. (Ed.), Dovigo, F. (Ed.) & Seitinger, E. (2022). Education in an Altered World. Bloomsbury Academic.
Dovigo, F., Proyer, M. & Veck, W. (2022). Introduction. In F. Dovigo (Ed.), Education in an Altered World (pp. 1-12). Bloomsbury Academic.
Knage, F. S. & Kousholt, D. (2023). Langvarigt bekymrende skolefravær. Aarhus Universitetsforlag. Pædagogisk Indblik No. 21
Primdahl, N. L. (2022). Temporal Norms in Education and the Question of Suspension. Abstract from International Conference on Mindfulness Asia-Pacific, Melbourne, Melbourne, Australia.
Primdahl, N. L. (2022). Mental Health Promotion in Schools - a Temporal Perspective. Abstract from Symposium: Temporalities of Education, Melbourne University, Australia.
Lieberoth, A. (2019). Mixed methods I aktionsforskning: design, analyse og forskeres blinde vinkler. In M. Sonne Kam Sunesen (Ed.), Aktionsforskning indefra og udefra (pp. 143). Dafolo.
Lieberoth, A. (2023). Hvordan diagnosesproget stak af med skærmdebatten. In C. Holm & L. Bøttcher (Eds.), Efter inklusionen: institutionen og den pædagogiske strategi (pp. 151-165). U Press.
Lasthein Lehrmann, A., Strand, P., Lieberoth, A. & Skovbjerg, H. M. (2022). At tale med børn om leg. Pædagogisk Psykologisk Tidsskrift, 60(1), 99-111 , 119-120.
Plauborg, H. (2022). Teachers who stay in the profession. Paper presented at European Educational Research Association - ECER 2022, Yerevan, Armenia.
Dahl, K. K. B. (2024). Doubly situated teacher professionalism: School culture, personal narrations and becoming a teacher in Danish schools. International Journal of Educational Development, 107, Article 103047. https://doi.org/10.1016/j.ijedudev.2024.103047, https://doi.org/10.1016/j.ijedudev.2024.103047
Gulløv, E. (2024). Doing Family Right: The impact of children’s institutions on family-practices, parental norms and social distinctions. In S. Bollig (Ed.), Practicing the Family: The doing and Making of Family in, with and through Social Work and Education (pp. 77-92). Transcript Verlag. https://www.transcript-verlag.de/978-3-8376-6281-8/practicing-the-family/?c=310000025
Andersen, F. Ø. (2022). En leder i flow. In R. Bøgelund, H. Stenbro, C. Borrisholt Steen & M. Lilleøre Jensen (Eds.), Naturlig ledelse: på vej mod et menneskeligt arbejdsliv (pp. 100-105). Videnscenter for God Arbejdslyst, Krifa.
Pradhan, U., Valentin, K. & Gupta, M. (2023). Introduction: Rethinking Education: Challenges and Possibilities in the Post-Pandemic context of South Asia. In U. Pradhan, K. Valentin & M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities (pp. 1-12). Routledge.
Andersen, F. Ø. (Ed.), Ortmann, C. & Egefjord, L. (2022). Jeg er i flow - i the zone. Pictures, Video and sound recordings (digital), Danmarks Radio P1.
Gilliam, L. (2024). Teaching equality, teaching hierarchy. Moral lessons in the schools of the Danish welfare state. In L. Gilliam & C. Markom (Eds.), Difference and sameness in schools: Perspectives from the European Anthropology of Education (pp. 75-98). Berghahn Books.
Larsen, S. N. & Nissen, M. (2022). Humanioras fald. Kristeligt Dagblad, 8.
Andersen, F. Ø. (2022). Danske FN-soldater i skudlinjen på Cypern. Del 1. Chakoten, 77(3), 14-18. Article 5.
Anbert, L. C. (2019). Emotional attachments to the national borders: How British military remembrance practices creates a national subject by exclusion. Abstract from Affects. Borders. Biopolitics, København, Denmark.
Anbert, L. C. (2022). Changing and charging curricula: An ethnographic exploration of curricula negotiations at UC Berkeley. Abstract from EASA 2022, Belfast, Ireland.
Gilliam, L. (2022). Forsker: Giv drenge en 'second chance', hvis de sakker bagud i folkeskolen. Altinget. https://www.altinget.dk/uddannelse/artikel/forsker-giv-drenge-en-second-chance-hvis-de-sakker-bagud-i-folkeskolen
Holm, L. & Ahrenkiel, A. (2023). Sprogforståeler og sproglig evaluering i daginstitutioner. Sprogforum, 28(75). https://tidsskrift.dk/spr/article/view/136082/180755
Nickelsen, N. C. M. (2022). Little arrangements that matter - scripts and alternative choice-dependency situations with care robots. Paper presented at Social Studies of Science, Meeting Dec 7-10. Cholula, Mexico, Cholula/Puebla, Mexico.
Nickelsen, N. C. M. (2022). INSIST Afslutningsrapport, Esbjerg Kommune.
Hansen, N. F. & Snorre Wilms Boysen , M. (2023). Æstetiske læreprocesser og udtryksformer. In T. Ankerstjerne (Ed.), Temaer og aktiviteter i skole og fritid (pp. 115-130). Hans Reitzels Forlag.
Hansen, N. F. (2022). Thomas Ziehe. In M. Borregaard Hansen , M. Jørgensen , L. Madsen & D. Tofteng (Eds.), Fritidspædagogiske tænkere (pp. 165-180). Akademisk Forlag.
Schultz, C. (2022). Nødvendigheden af en teoretisk referenceramme for ungdomspædagogisk faglighed. Forskning i Pædagogers Profession og Uddannelse, 6(2), 18-28. https://doi.org/10.7146/fppu.v6i2.134272
Valentin, K. & Pradhan, U. (2023). Anthropological perspectives on education in Nepal: Educational transformations and avenues of learning. In K. Valentin & U. Pradhan (Eds.), Anthropological Perspectives on Education in Nepal : Educational Transformations and Avenues of Learning (pp. 1-27). Oxford University Press.
Petersen, K. E. (2024). Specialpedagogy with vulnerable youth. In L. Bøttcher & C. Mathiassen (Eds.), Dialectic special pedagogy supporting unusual children, young people and adults in the transition of becoming competent social participants Bloomsbury Publishing. https://www.bloomsbury.com/uk/dialectic-special-pedagogy-9781350360594/

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Revised 16.04.2026
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Lisbeth Hartmann