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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Raben, M. L., Espholm, E. & Søndergaard, D. M. (2023). Kønnede præmisser for unges forhandlinger af seksuelle grænser. Pædagogisk Psykologisk Tidsskrift, 60(1), 4-15. Article 1.
Qvortrup, L., Egelund, N. & Nordahl, T. (2017). Resultater fra Kortlægningsundersøgelse for alle kommuner 2015: Billund, Fredericia, Frederikssund, Haderslev, Hedensted, Holbæk, Horsens, Kolding, Nordfyn, Roskilde, Svendborg, Thisted og Vesthimmerland kommuner. Aalborg Universitetsforlag. FULM: Forskningsinformeret udvikling af læringsmiljøer http://vbn.aau.dk/files/254308162/Resultater_fra_Kortl_gningsunders_gelse_for_alle_kommuner_2015_Online.pdf
Qvortrup, L., Aasen, A. M., Egelund, N. & Nordahl, T. (2016). Skoler: læringsrapport 2015: Horsens Kommune. Laboratorium for forskningsbaseret skoleudvikling og pædagogisk praksis, Institut for Læring og Filosofi, Aalborg Universitet.
Qvortrup, L., Aasen, A. M., Egelund, N. & Nordahl, T. (2016). Skoler: Læringsrapport 2015 : Fredericia Kommune. Laboratorium for forskningsbaseret skoleudvikling og pædagogisk praksis, Institut for Læring og Filosofi, Aalborg Universitet.
Qvortrup, L., Egelund, N., Håland, K. S. & Nordahl, T. (2016). Skoler: læringsrapport 2015: Frederikssund Kommune. Laboratorium for forskningsbaseret skoleudvikling og pædagogisk praksis, Institut for Læring og Filosofi, Aalborg Universitet.
Qvortrup, L. & Egelund, N. (2018). Læringsrapport 2017/skoler: Billund, Fredericia, Frederikssund, Haderslev, Hedensted, Holbæk, Horsens, Kolding, Nordfyn, Roskilde, Svendborg, Thisted og Vest-himmerland kommuner. Aalborg Universitetsforlag. FULM: Forskningsinformeret udvikling af læringsmiljøer http://vbn.aau.dk/files/273827591/Rapport_t2_Alle_kommuner_2017_SLUTVERSION_FAGF_LLEBED_MT.pdf
Qu, M. (2017). Participatory internalization: the organizational dynamics of creating an international university in China and Denmark. DPU, Aarhus Universitet.
Proyer, M. (Ed.), Veck, W. (Ed.), Dovigo, F. (Ed.) & Seitinger, E. (2022). Education in an Altered World. Bloomsbury Academic.
Primdahl, N. L., Reid, A. & Simovska, V. (2018). Shades of criticality in health and wellbeing education. Journal of Curriculum Studies, 50(6 ), 733–753. https://doi.org/10.1080/00220272.2018.1513568
Primdahl, N. L. (2022). When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness. Oxford Review of Education, 48(1), 112-129. https://doi.org/10.1080/03054985.2021.1933407
Primdahl, N. L. (2022). Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers. In Wellbeing and Schooling - Cross Cultural and Cross Disciplinary Perspectives (pp. 87-106). Springer. https://doi.org/10.1007/978-3-030-95205-1_6
Primdahl, N. L. (2023). Becoming ‘Intimate’ With the Present Moment: Mindfulness and the Question of Temporality. Time & Society, 32(1), 33-49. https://doi.org/10.1177/0961463X221123356
Primdahl, N. L. (2022). Caught in a Polarizing Standstill: WPR as Critical Practice. Abstract from WPR SYMPOSIUM ON CRITICAL POLICY STUDIES , Karlstad, Sweden. https://www.kau.se/files/2022-09/WPR-Symposium_Statsformat_165x242mm_220816_0.pdf
Primdahl, N. L. (2022). Mental Health Promotion in Schools - a Temporal Perspective. Abstract from Symposium: Temporalities of Education, Melbourne University, Australia.
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. (2024). The Educational Objectification of Time in School-based Wellbeing Promotion. Abstract from NERA 2024, Malmø.
Primdahl, N. L. (2024). "Fordi det er den nye virkelighed" – vildreden om ChatGPT læst teknologikritisk. Psyke & Logos, 45(1), 49-66. https://doi.org/10.7146/pl.v45i1.146545
Primdahl, N. L. & Simovska, V. (2024). Untangling the Threads of School Wellbeing: Underlying Assumptions and Axes of Normativity. British Educational Research Journal, 50(6), 2799–2812. https://doi.org/10.1002/berj.4052
Primdahl, N. L. & Mclellan, R. (2024). Unpacking the Temporal Dimensions of School-based Wellbeing. Abstract from ECER 2024.
Primdahl, N. L. (2024). The Temporal Affinity Between Boredom and Mindfulness in Educational Contexts. Abstract from Embodied Education, Copenhagen, Denmark.
Primdahl, N. L. (2024). Wellbeing Promotion and Temporal Normativity in Schools. Abstract from NERA 2024 - Nordic Educational Research Conference.
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.
Primdahl, N. L. (2025). Tracing the links in sexuality education: A socio-material exploration of a teacher training initiative. Abstract from EERA Emerging Researchers' Conference (ERC), Beograd, Serbia.
Primdahl, N. L. & McCaw, C. (2025). Can Mindfulness Disrupt Temporalities of Contemporary Schooling? Studies in Philosophy and Education, 44(6), 685-705. https://doi.org/10.1007/s11217-025-10019-2
Primdahl, N. L. (2025). The Temporal Framing of Wellbeing in Schools: Insights from a Web-Based Mapping. Abstract from British Educational Research Assc. (BERA) - Annual Conference 2025, Brighton, United Kingdom.
Primdahl, N. L. (2025). ”At være i nuet, ikke tænke…”- om temporale normer og trivsel i skolen. Dansk Pædagogisk Tidsskrift, 2025(2), 79-93. https://dpt.dk/wp-content/uploads/2025/10/dpt_2025-2_art005.pdf
Pradhan, U. (2018). Nepal: between the ‘local’ and the ‘global’ of the national education. In H. Letchamanan & D. Dhar (Eds.), Education in South Asia and the Indian Ocean Islands (pp. 165-182). Bloomsbury Academic.
Pradhan, U. (2017). Contesting knowledge, constructing legitimacy: knowledge making in mother-tongue education schools in Nepal. Ethnography and Education, 12(3), 381-394. https://doi.org/10.1080/17457823.2017.1291358
Pradhan, U. (2016). New languages of schooling: dynamics of ethnicity and education in Nepal. HIMALAYA, The Journal of the Association for Nepal and Himalayan Studies , 32(2), 9-21. https://digitalcommons.macalester.edu/cgi/viewcontent.cgi?article=2228&context=himalaya
Pradhan, U., Shrestha, S. & Valentin, K. (2019). Disjunctured reciprocity: Paradoxes of community-school relationship in Nepal. Globalisation, Societies and Education, 17(5), 561-573. https://doi.org/10.1080/14767724.2019.1584032
Pradhan, U. & Valentin, K. (2019). Ethnographies of Education and Anthropological Locations. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.468
Pradhan, U. & Valentin, K. (2020). Nishulka Shikshya? Nepalka Rajya Sanchalit Bidhyalaya ma Pataliyeka Sarvajanik-Niji Seema. Studies in Nepali History and Society , 25(2), 277-298. http://www.martinchautari.org.np/index.php/52-publications/journals1/sinhas/1043-sinhas-volume-25-number-2
Pradhan, U., Wallenius, T. J. & Valentin, K. (2023). Bureaucratising Social Justice: The reproduction of social inequality through scholarship programs in Nepal. Anthropology & Education Quarterly, 54(4), 331-348. https://doi.org/10.1111/aeq.12459
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.
Pradhan, U. & Gupta, M. (2025). Language Education, Politics and Technology in South Asia: Shaping Inclusive Societies, Identities, and Futures. Taylor and Francis Group. https://doi.org/10.4324/9781003491347
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
Poschmann, I. S., Palic, S., Sandahl, H., Berliner, P. & Carlsson, J. (2021). Imagery Rehearsal Therapy for trauma-affected refugees: A case series. International Journal of Dream Research, 14(1), 121-130. https://doi.org/10.11588/ijodr.2021.1.77853
Podsakoff, C. & Valentin, K. (2023). Reflections on education in the wake of Covid-19 in Nepal: Learning Loss or Schooling Loss? In U. Pradhan, K. Valentin & M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities (pp. 30-44). Routledge.
Pless, M., Andersen, F. Ø., Heiberg, T. & Nørgaard Dupont, T. (2024). Motiverende undervisning ifølge børnene. LEGO Foundation. https://taenketanken.mm.dk/wp-content/uploads/2024/09/TMM-Motiverende-undervisning-2024_Samlet-WEB-opdateret-SEP24.pdf
Plauborg, H. (2016). Klasseledelse gentænkt. Hans Reitzels Forlag.
Plauborg, H. (2017). Hvordan leder man en klasse? In P. Fibæk Laursen & H. J. Kristensen (Eds.), Didaktikhåndbogen: teorier og temaer Hans Reitzels Forlag.
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.
Plauborg, H. & Juelskjær, M. (2017). Professionelle læringsfællesskaber med fokus på klasseledelse: analyser fra et praksisudviklende forskningsprojekt i Greve Kommune. Aarhus Universitet.
Plauborg, H. & Juelskjær, M. (2017). Caring about worldings: towards a posthuman concept of 'bildung'. Paper presented at European New Materialisms conference , Paris, France.
Plauborg, H. (2019). Klasseledelse gentænkt med undervisningsforstyrrende uro som eksempel. Undervisningsministeriet.
Plauborg, H. (2019). Undervisningsforstyrrende uro i skolen. Aarhus Universitetsforlag. Pædagogisk Indblik No. 1
Plauborg, H. (2019). Re-thinking the Literature Review with New Materialism With Particular Focus on the Work of Isabelle Stengers and Agential Realism. Paper presented at 10th New Materialisms Conference, Capetown, South Africa.
Plauborg, H. (2020). Klasseledelse. In P. Brodersen (Ed.), Didaktisk opslagsbog (pp. 149-154). Hans Reitzels Forlag.
Plauborg, H. (2021). Fællesgørende klasseledelse. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 41(120), 17-27.
Plauborg, H., Wieser, C., Petersen, K. B. & Laursen, P. F. (2022). Lærere, der bliver i professionen. Aarhus Universitetsforlag. Pædagogisk Indblik https://dpu.au.dk/viden/paedagogiskindblik/laerere-der-bliver-i-professionen

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Revised 16.04.2026
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Lisbeth Hartmann