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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Scuderi, G., Machado Da Silva, I. & Maqbool, K. (2025). Using Art to Engage Youth in (Cyber)Bullying Research: An Interactive, Creative Methodology Workshop. Abstract from World Anti-Bullying Forum 2025, Stavanger, Norway. https://indico.uis.no/event/49/contributions/1487/
Brandt, A. (2023). Governing Like a Resilient City: Preparing a city for climate change through laboratories and adjacent spaces of governance. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Wallenius, T. J. (2022). A Privileged Class: Wealth, Internationality, and Elite Education in Urban Nepal. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Mogensen, N. D. (2023). Ind-viklet – i by, viden og verden: En linealogi om og med sprogsteder . [PhD dissertation, Aarhus University]. Aarhus Universitet.
Buus, A. M. (2019). Viden der virker: en etnografisk undersøgelse af forbindelser mellem småbørnspædagogik og evidensbaseret metode. Aarhus Universitet.
Miranda, A. K. B. (2016). Caring for plastic: an ethnography of simulation-based training in nursing education. DPU, Aarhus Universitet.
Jørgensen, A. H. (2019). Becomings of School-Fathers: An Ethnographic Exploration of Migrant Fathers’ Experiences and Navigation of Home-School Cooperation Practices. Aarhus Universitet. https://doi.org/10.7146/aul.370
Sunde, P. B. (2019). Strategies in Single-Digit Addition: Patterns and Perspectives. Aarhus Universitet. https://doi.org/10.7146/aul.349
Niraula, A. (2020). I don’t think I am recognized as a ‘highly skilled’ migrant, at least not all the time and in every context”: exploring the narratives of highly educated migrants in Denmark . [PhD dissertation, Aarhus University]. Aarhus Universitet.
Christensen, J. K. (2020). Resiliensforståelser i danske skoler. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Gregersen, M. T. (2020). Idealet om at fremme det hele menneske i danske elitefodboldklubber. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Gao, J. (2017). The Sino-Danish Center and the challenges of developing equal Sino-foreign partnerships in higher education. DPU, Aarhus Universitet.
Torres, I. (2017). Experiencing the small rural school meal in Ecuador: a health promoting school perspective. DPU, Aarhus Universitet.
Kirk, J. W. (2016). Flow kultur og flow-stoppere: præmisser for implementering af screeninger og retningslinier i sundhedsvæsenet. DPU, Aarhus Universitet.
Acharya, M. (2024). Archiving Alterity: Queer and Racialised Knowledge Creation Against, With/In and Beyond The University. [PhD dissertation, Aarhus University]. https://doi.org/10.7146/aul.536
Madsen, C. D. (2023). Anderledes end de andre? En analyse af skolevanskeligheder og betingelser for at håndtere forskellighed i skolens hverdagsliv. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Kristensen, S. B. (2023). Den nye generation og "den der indvandrerting": et antropologisk, generationelt perspektiv på tredjegenerations-minoritetsracialiserede unges tilblivelser i udskolingen. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Primdahl, N. L. (2022). Temporal Norms and the Question of Suspension: Rethinking the Educational Teleology of School-based Mindfulness. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Lyhne, M. (2022). Praksisudvikling på trods. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Christensen, K. S. (2021). Vanskelige forbindelser: En institutionel etnografi om børns bevægelser fra børnehave til skole. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Borring, C. G. (2024). En praksisnær vending i skolepsykologien? Udforskning af betingelser for samarbejde mellem skolen og PPR. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aul.517
Nissen, S. K. (2024). "Styr på tiden." En kulturanalytisk undersøgelse af de upåagtede tidsligheder i skolen. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Ghandchi, N. (2023). ”Tardjomâni” - Youth and child language brokering across generational and relational realms in negotiating collaboration, care, and communication: A (linguistic-) ethnographic study of youth and child language brokering among Afghan-origin migrant families in Denmark. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Andersen, B. L. (2018). Online education bag scenen: teknologiske medieringer af autoritet. DPU, Aarhus Universitet.
Rasmussen, J. D. (2017). En upåagtet verden af bevægelse: et etnografisk studie af hverdagsliv blandt usædvanlige ældre mennesker i storbyen. Aalborg Universitetsforlag. https://vbn.aau.dk/ws/portalfiles/portal/549475161/PHD_Jon_Dag_Rasmussen_E_pdf.pdf
Ørberg, J. W. (2016). Heroes of the knowledge economy: futurity and anxiety in the lives of Indian engineering students. Aarhus Universitet, DPU.
Rehder, M. M. (2016). Søskendenærvær: et fænomenologisk inspireret studie af unge adskilte søskendes hverdag med afsæt i teknologier, materialiteter og kropslige erfaringer: ph.d.-afhandling. DPU - Danmarks Institut for Pædagogik og Uddannelse.
Jensen, C. S. (2024). Navigating language policies: International employees´ second language socialisation in a Danish state administration. [PhD dissertation, Aarhus University].
Skaaning Knage, F. (2023). Re-fusing school refusal. A qualitative study of complex entanglements and subjectification in persistent school absence. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Petersen, F. F. (2022). Professionel egenomsorg: Trivsel, nærvær og relationer i daginstitutioner. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Suhr, A. (2021). Sorggrupper i de danske skoler: En socialpsykologisk undersøgelse af grundlæggende antagelser bag etablering af sorggrupper for børn i danske skoler. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aulsps-e.477
Tafdrup, O. A. (2018). Sociotekniske imaginationer i den digitale tidsalders uddannelsesfelt. Aarhus Universitet, DPU.
Qu, M. (2017). Participatory internalization: the organizational dynamics of creating an international university in China and Denmark. DPU, Aarhus Universitet.
Rasmussen, M. S. (2017). Passion og (dis)engagement blandt unge i udskolingen. DPU, Aarhus Universitet.
Balaban, C. (2017). Doctoral education in the 'knowledge economy': actors, processes and discursive constructions. DPU, Aarhus Universitet.
Glendøs, M. (2017). Roads to resilience in East Greenland: listening to research, local professionals and indigenous children. Looking forwards and backwards. DPU, Aarhus Universitet.
Køster, A. (2017). Embodied selfhood and narrative: phenomenological investigations. Danish School of Education, Aarhus University.
Juul-Wiese, T. (2024). Moving beyond and looking behind international student mobility. [PhD dissertation, Aarhus University].
Rasmussen, P. (2022). Traveling Imagery: A qualitative study of young people’s use and sharing of sexualized digital imagery of peers. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Ulrik Andreasen, L. (2022). The Possibilities of Leaky Bodies: A feminist materialist ethnography of menstruating youth. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aulsps-e.471
Testmann, L. (2021). Konflikter og fællesskaber blandt børn i skolen – perspektiver på inklusion som kontinuerlig udfordring. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Karsten, M. M. V. (2021). Dislocating promises: How Digitization Organizes and How Organizations Digitize in Fire Safety. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aul.404
Hansen, P. R. (2021). Samtalegrupper for børn med skilte forældre: Social repræsentations teoretiske analyser af samtalegrupper på danske skoler. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Helm-Petersen, L. L. S. (2020). Organisatorisk brugerinddragelse på en socialpsykiatrisk døgninstitution: Et dramaturgisk inspireret aktionsforskningsprojekt. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aul.383
Tidmand, L. (2020). Livsduelighed på skoleskemaet. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Høyrup, A. R. (2018). Tillidsarbejde og tydelighed: et studie af tillid, magt og afhængighed blandt pædagoger og forældre i danske vuggestuer. Aarhus Universitet, DPU. https://doi.org/10.7146/aul.285.200
Lim, M. A. (2016). The work of global university rankers and the building of weak expertise. DPU, Aarhus Universitet.
Daugaard, L. M. (2015). Sproglig praksis i og omkring modersmålsundervisning: en lingvistisk etnografisk undersøgelse. Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.
Gibrael, H. S., Lindhart, S., Ernst Toldam, N., Jangö, H., Giraldi, A. & Graugaard, C. (2024). Female Sexual Health after Obstetric Anal Sphincter Injury (OASI): A Scoping Review. Poster session presented at 25th Annual Congress of the European Society for Sexual Medicine, Bari, Italy. https://academic.oup.com/jsm/article/21/Supplement_4/qdae041.075/7692163
Pradhan, U. & Gupta, M. (2025). Introduction: Language and Education Futures in South Asia. In U. Pradhan & M. Gupta (Eds.), Language Education, Politics and Technology in South Asia: Shaping Inclusive Societies, Identities, and Futures (pp. 1-13). Taylor and Francis Group. https://doi.org/10.4324/9781003491347-1

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Department administrator

Revised 16.04.2026
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Lisbeth Hartmann