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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Petersen, K. E. (2021). Leisure and youth clubs’ work with young people of ethnic minority background living in socially deprived housing areas: creating processes of hope and empowerment through social pedagogical work. International Journal of Social Pedagogy, 10(1), Article 10. https://doi.org/10.14324/111.444.ijsp.2021.v10.x.010
Petersen, K. E. (Ed.) & May, M. (2023). Voices of subaltern: Introduction to the special issue . Social Work & Society, 20 (2022)(2). https://ejournals.bib.uni-wuppertal.de/index.php/sws/issue/view/42
Petersen, K. E. (2023). Viden om pædagogens arbejde med børn og unge med diagnoser. In K. E. Petersen, A. Morin & B. Kjær (Eds.), Børn og unge med diagnoser : en grundbog til pædagoger (pp. 39-66). Samfundslitteratur.
Petersen, K. E., Morin, A. & Kjær, B. (Eds.) (2023). Børn og unge med diagnoser: en grundbog til pædagoger. Samfundslitteratur.
Petersen, K. E., Kjær, B. & Morin, A. (2023). Indledning. In Børn og unge med diagnoser: en grundbog til pædagoger (pp. 13-22). Samfundslitteratur.
Petersen, K. E., Morin, A. & Kjær, B. (2023). Forord. In Børn og unge med diagnoser: en grundbog til pædagoger (pp. 11-12). Samfundslitteratur.
Petersen, K. E. (2022). Søren - et reflekterende menneske i akademia. In N. R. Jensen & C. S. Hansen (Eds.), En socialpædagogisk tendens? : Festskrift til Søren Langager. Aarhus Universitet (pp. 22-31). DPU, Aarhus Universitet.
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/
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
Petersen, K. E. (2023). Processes of precarious living conditions: Young men of ethnic minority background growing up in socially deprived housing areas in the Danish welfare state. In Minorities: New Studies and Perspectives InTechOpen. https://doi.org/10.5772/intechopen.110646
Petersen, K. E., Hansen, P. R., Damkjær-Ohlsen, S. & Duncan-Bendix, J. (2023). Pædagogers arbejde med børn og unge i fritidspædagogikken: fritidspædagogikkens betydning for børn og unges trivsel, udvikling og livsmuligheder. DPU, Aarhus Universitet.
Petersen, M. N., Khawaja, I. & Kivi , N. G. (2024). QTIBIPoC-teori og Queer of Color-kritik. In D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (Eds.), Performative vendinger : Introduktion til nyere feministisk teori (pp. 361-376). Nyt fra Samfundsvidenskaberne.
Petersen, K. E. (Ed.) (2024). Fritids- og ungdomsklubbens betydning for børn og unges hverdagsliv: Et supplement eller et fundament for hele fritidslivet? In K. E. Petersen & C. Schultz (Eds.), Fritids- og ungdomspædagogik : en grundbog i fritids- og ungdomspædagogisk arbejde med større børn og unge (pp. 268-292). Ungdomsringen.
Petersen, K. E. & Jensen, N. R. (Eds.) (2025). Inequality, Education, and Social Exclusion in the Welfare State: Pedagogical Responses from the Nordic Countries. Routledge. https://doi.org/10.4324/9781003491408
Petersen, K. E. (2024). Forord og indledning. In Fritids- og ungdomspædagogik : En grundbog i fritids- og ungdomspædagogisk arbejde med større børn og unge (pp. 12-26). Ungdomsringen.
Petersen, K. E. (2024). Leisure and youth pedagogy - A supplement or a foundation for children and young people’s everyday life?. Paper presented at NERA 2024, Malmø.
Petersen, K. E. (2025). Everyday life of ethnic minority children and youth in the Danish welfare state: based on the pedagogical work of the leisure club. In K. E. Petersen & N. R. Jensen (Eds.), Inequality, Education, and Social Exclusion in the Welfare State : Pedagogical Responses from the Nordic Countries (pp. 114-133). Routledge. https://doi.org/10.4324/9781003491408-7
Petersen, K. E. & Jensen, N. R. (2025). Introduction. In K. E. Petersen & N. R. Jensen (Eds.), Inequality, Education, and Social Exclusion in the Welfare State : Pedagogical Responses from the Nordic Countries (pp. 1-14). Routledge. https://doi.org/10.4324/9781003491408-1
Petersen, K. E., Morin, A., Vik, S. E. & Tah, J. (Eds.) (2025). The importance of pedagogy for children and young people's well-being and decline in well-being. Nordisk tidsskrift for pedagogikk og kritikk, 11(2). https://doi.org/10.23865/ntpk.v11.7191
Petersen, K. E., Morin, A., Vik, S. E. & Tah, J. (2025). Pædagogikkens betydning for børn og unge i trivsel og mistrivsel: Leder. Nordisk tidsskrift for pedagogikk og kritikk, 11(2), 1-6. https://pedagogikkogkritikk.no/index.php/ntpk/article/view/7190/11145
Petersen, K. E. (2024). Children and young peoples active participation in research – perspectives on participatory research with children and young people. Paper presented at Participatory research with children and young people: Empowering Voices, Upholding Rights, Fostering Growth, Sweden.
Petersen, F. F. (2022). Professionel egenomsorg: Trivsel, nærvær og relationer i daginstitutioner. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Persson, M. S. & Lieberoth, A. (2024). "Good for a girl": et netnografisk feltstudie af kvindelige gameres deltagelse på Twitch.tv. Psyke & Logos, 45(2), 92-108, 144-145. https://doi.org/10.7146/pl.v45i2.152014
Persson, M. S., Bjerre, E. & Lieberoth, A. (2025). Børn og unges kontakt med "andre" online: en kortlægning af flader, flydende samvær og digital tillid op igennem skolealderen. Pædagogisk Psykologisk Tidsskrift, 62(4), 18-31, 83.
Peifer, C., Wolters, G., Harmat, L., Heutte, J., Tan, J., Freire, T., Tavares, D., Fonte, C., Andersen, F. Ø., van den Hout, J., Simlesa, M., Pola, L., Ceja, L. & Triberti, S. (2022). A Scoping Review of Flow Research. Frontiers in Psychology, 13, Article 815665. https://doi.org/10.3389/fpsyg.2022.815665
Pedersen, M. K., Svenningsen, A., Dohn, N. B., Lieberoth, A. & Sherson, J. (2016). DiffGame: Game-based mathematics learning for physics. Procedia - Social and Behavioral Sciences, 228, 316-322. https://doi.org/10.1016/j.sbspro.2016.07.047
Pedersen, M. K., Borre, C. C., Lieberoth, A. & Sherson, J. (2016). Knowledge Formation and Inter-Game Transfer With Classical and Quantum Physics. In L. Boyle, L. Boyle, T. M. Connolly & T. M. Connolly (Eds.), Proceedings of the European Conference on Games-based Learning (pp. 1010-1013). Dechema e.V..
Palludan, C. & Winther, I. W. (2015). The Importance of things. In Siblings Practical and Sensitive Relations (pp. 37-48). AU Library Scholarly Publishing Services. http://ebooks.au.dk/index.php/aul/catalog/book/114
Palludan, C. & Winther, I. W. (2015). Intimacy. In Siblings : Practical and Sensitive Relations (pp. 74-85). AU Library Scholarly Publishing Services. http://ebooks.au.dk/index.php/aul/catalog/book/114
Palludan, C. (2015). Doubting the obvious. In Siblings: Practical and Sensitive Relations (pp. 109-120). AU Library Scholarly Publishing Services. http://ebooks.au.dk/index.php/aul/catalog/book/114
Palludan, C. & Winther, I. W. (2017). Having my own room would be really cool: children´s rooms as the social and material organizing of siblings. Journal of Material Culture, 22(1), 34-50. https://doi.org/10.1177/1359183516662675
Paakkari, L., Simovska, V., Pedersen, U. & Schulz, A. (2019). Materials for teachers: learning about health and health promotion in schools. Schools for Health in Europe Network Foundation.
O’Toole, C. & Simovska, V. (2022). Wellbeing and Education: Connecting Mind, Body and World. In R. McLellan, C. Faucher & V. Simovska (Eds.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (pp. 21-33). Springer. https://link.springer.com/chapter/10.1007/978-3-030-95205-1_2
O’Toole, C. & Simovska, V. (2022). Same storm, different boats! The impact of COVID-19 on the wellbeing of school communities. Health Education, 122(1), 47-61. https://doi.org/10.1108/HE-02-2021-0027
O’Toole, C. & Simovska, V. (2024). Embodying wellbeing in education: Cultivating wholeness and flourishing for all. Paper presented at Embodied Education, Copenhagen, Denmark.
Ørberg, J. W. (2018). Uncomfortable encounters between elite and “shadow education” in India—Indian Institutes of Technology and the Joint Entrance Examination coaching industry. Higher Education, 76(1), 129-144. https://doi.org/10.1007/s10734-017-0202-5
Ørberg, J. W. & Wright, S. (2017). Universities in the competition state: lessons from Denmark. In S. Wright & C. Shore (Eds.), Death of the public university ?: uncertain futures for higher education in the knowledge economy (pp. 69-89). Berghahn Books.
Ørberg, J. W. & Wright, S. (2019). Steering change: negotiations of autonomy and accountability in the self-owning university. In S. Wright (Ed.), Enacting the University: Danish University Reform in an Ethnographic Perspective (pp. 127-153). Springer Publishing Company.
Ørberg, J. W. (2016). Heroes of the knowledge economy: futurity and anxiety in the lives of Indian engineering students. Aarhus Universitet, DPU.
Olsen, M., Borslund, S. & Mørck, L. L. (2022). Italesættelsen og betydningen af ’formers’ i det forebyggende arbejde. Tidsskrift for Socialpædagogik, 25(1), 145-154.
Olesen, J. (2017). Tilblivelse: læring i aktør-netværk. In G. B. Nielsen, E. Gulløv & I. Wentzel Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 229-241). Hans Reitzels Forlag.
Olesen, J. (2018). Learning to become a science talent: a case study of the emergence of the knowing subject in a talent development program at the Mærsk McKinney Møller Science Centre in Denmark. Nordic Journal of Science and Technology Studies, 6(1), 35-45. https://doi.org/10.5324/njsts.v6i1.2441
Nyborg Christensen, E. & Simovska, V. (2023). What do the experts say? Children’s perspectives on wellbeing in schools. Children, Youth and Environments, 33(2), 39-62. https://doi.org/10.1353/cye.2023.a903097
Nordin, L. L., Jourdan, D. & Simovska, V. (2019). (Re)framing school as a setting for promoting health and wellbeing: A double translation process. Critical Public Health, 29(3), 325-336. https://doi.org/10.1080/09581596.2018.1449944
Nordfang, M. & Nørby, S. (2017). Korttidshukommelse. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 147-182). Samfundslitteratur.
Nordfang, M. & Nørby, S. (2017). Vurdering og beslutningstagning. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 261-298).
Nordahl, T., Egelund, N., Øyen Nordahl, S. & Sunnevåg, A. K. (2017). Kultur for læring T1 Hedmarken. Senter for praksisrettet utdanningsforskning.
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
Nørby, S. & Nordfang, M. (2017). Introduktion. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 13-68). Samfundslitteratur.
Nørby, S. (2017). Langtidshukommelse. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 183-218). Samfundslitteratur.

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Revised 08.10.2026
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Lisbeth Hartmann