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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Kousholt, D. (2019). Researching children's changing participation and communities in school: children's perspectives on dealing with contradictory conditions in everyday school life. . Paper presented at First International Conference on Children and Youth in Everyday Life and Professional Practices, Oslo, Norway.
Rasmussen, J. D. & Winther, I. W. (2017). Researching acquired sensory loss in older ´life: on methodological and (re)presentational challenges in ethnographic encounters.
Etchells, P. J., Davidson, B. I., Kaye, L. K., Ellis, D. A. & Lieberoth, A. (2022). Researchers should avoid causally attributing suicide to video game play as a single factor. Perspectives in Psychiatric Care, 58(2), 880-882. https://doi.org/10.1111/ppc.12762
Wright, S., Curtis, B., Lucas, L. & Robertson, S. (2015). Research Assessment Systems and their Impacts on Academic Work in New Zealand, the UK and Denmark: Summative Working Paper for URGE Work Package 5. (pp. 55). Department of Education, Aarhus University.
Hasse, C. (2017). Research as relational agency: expert ethnographers and the cultural force of technologies. In A. Edwards (Ed.), Working relationally in and across practices: a cultural-historical approach to collaboration (pp. 229-246). Article 13 Cambridge University Press. https://doi.org/10.1017/9781316275184.012
Dahl, K. K. B. (2019). Research approaches to teacher education: Spring Symposium, Danish School of Education. Aarhus University, Campus Aarhus, May, 29. 2019.. Poster session presented at Forårssymposium på DPU, Aarhus, Denmark.
Skrubbeltrang, L. S., Karen, D., Nielsen, J. C. & Olesen, J. (2020). Reproduction and Opportunity: A Study of Dual Career, Aspirations and Elite Sports in Danish SportsClasses . International Review for the Sociology of Sport, 55(1), 38-59. https://doi.org/10.1177/1012690218789037
Petsani, E., Pedersen, A. B., Russel, D., Jones, L., Banzhaf, E., Bergier, T., Barra, M., Grandin, G., Tyrväinen, L., Wheeler, B., Anderson, S., Baró, F., Ode, Å. S., Casanovas, E. V., Knopp, J., Spanier, M., Tedeschini, F., Sierra-Jimenez, M., Hardiman, R. & Mishra, H. (2024, Jan 29). Report on the REGREEN Final Conference. REGREEN Deliverable D8.9. Zenodo. https://doi.org/10.5281/zenodo.10582234
Khawaja, I., Kousholt, D. & Szulevicz, T. (2020). Replik til ‘Affirmativ kritik : Håb og begejstring, uhygge og vrede’. Nordiske Udkast, 1.
Rachev, N. R., Han, H., Lacko, D., Gelpí, R., Yamada, Y. & Lieberoth, A. (2021). Replicating the Disease framing problem during the 2020 COVID-19 pandemic: A study of stress, worry, trust, and choice under risk. PLoS One, 16(9 ), Article e0257151. https://doi.org/10.1371/journal.pone.0257151
Soffer, A. K. B. (2015). Replacing and representing patients: Professional feelings and plastic body replicas in nursing education. Emotion, Space and Society, 2015(16), 11-18. http://www.sciencedirect.com.ez.statsbiblioteket.dk:2048/science/journal/17554586/16
Dovigo, F. (2023). Removing inclusion: An analysis of exclusionary processes in the Italian school system. In E. Done & H. Knowler (Eds.), International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion (pp. 45-64). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-14113-3_3
Bøttcher, L. (2024). Remediation and Prolepsis in Dialectic Special Pedagogy. In L. Bøttcher & C. Mathiassen (Eds.), Dialectic special pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (pp. 39-60). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0008
Clemensen, N. & Holm, L. (2017). Relocalising academic literacy: Diversity, writing and collective learning in an international Master´s programme. Learning and Teaching, 10(3), 34-55. https://doi.org/10.3167/latiss.2017.100304
Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z
Laursen, P. F. & Nielsen, A. M. (2016). Relationskompetence og klasseledelse i læreruddannelsen. In N. C. Linde Matthiesen & E. Skibsted (Eds.), Relationskompetencer i læreruddannelse og skole (pp. 43-70). Dafolo.
Nielsen, A. M. & Laursen, P. F. (2020). Relationskompetence fra læreruddannelse til praksis: – en longitudinel undersøgelse. Psyke & Logos, 41(1), 195-214. Article 11. https://tidsskrift.dk/psyke/article/view/121515/168884
Kristensen, R. M., Dadaczynski, K., Okan, O. & Simovska, V. (2024). Relationships between COVID-related health literacy, mental health and workload of school leaders. Health Education Journal, 83(1), 14-28. https://doi.org/10.1177/00178969231211853
Bjørgaas, B., Søndergaard, H. & Andersen, F. Ø. (2024). Relationsbrud hos og relationsarbejde med unge med BPF, borderline personlighedsforstyrrelse, på bostedet Frejas Have. Kognition & Pædagogik, 34(132), 50-59. Article 6.
Nielsen, A. M. (2021). Relational Awareness in Teachers’ and Counsellors’ Practices. Abstract from 2021 Oxford Symposium in School-Based Family Counseling Webinar, Oxford.
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
Nielsen, A. M. & Petersen, F. F. (2019). Relational Awareness in Pedagogy and Education: psychological processes and dynamics in moments of ‘hesitation’ in intersubjective encounters . Abstract from International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Søndergaard, D. M. (2019). Reimagining school bullying: Discussing the analytical implications of socio-cultural understandings of school bullying. 1-12. Paper presented at World Anti-Bullying Forum 2019, Dublin, Ireland.
Münster, M. B. & Adriansen, H. K. (2025). Reimagining Empty Retail Spaces: Sustainable Potential for Pedestrian Streets Facing Retail Decline. In Proceedings of the 2nd designing retail & service futures colloquium (pp. 1-13). Design Research Society. https://doi.org/10.21606/drsf.121
Ejersbo, L. R. (2016, Nov). Regnestykker for viderekomne. https://www.folkeskolen.dk/596181/regnestykker-for-viderekomne
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
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.
Dovigo, F. (2020). Refugee education approaches and strategies in Southern Europe: Albania, Cyprus, Greece, Italy, Malta, Portugal and Spain. In F. Dovigo (Ed.), An overview of refugee education in Europe (pp. 28-47). Aarhus Universitet. https://projects.au.dk/fileadmin/ingen_mappe_valgt/ITIRE_Report.pdf
Khawaja, I., Subasi Singh, S., Proyer, M., Moehlen, L. K., Deiss, H., Simovska, V. & Dovigo, F. (2020). Refugee education approaches and strategies in Southeast Europe: Bosnia and Herzegovina, Bulgaria, Croatia, North Macedonia, Romania, Serbia and Turkey. In F. Dovigo (Ed.), An overview of refugee education in Europe (pp. 57-72). Aarhus Universitet. https://projects.au.dk/fileadmin/ingen_mappe_valgt/ITIRE_Report.pdf
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
Dannesboe, K. I. & Kjær, B. (2019). Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context. International Studies in Sociology of Education, 28(2), 168-185. https://doi.org/10.1080/09620214.2018.1552179
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.
Adriansen, H. K. & Spangler, V. (2023). Reflecting on international students and researcher positionality. In Research with International Students: Critical Conceptual and Methodological Considerations (pp. 207-215). Routledge. https://doi.org/10.4324/9781003290803-26
Wright, S. & Greenwood, D. (2017). Recreating universities for the public good: pathways to a better world. Learning and Teaching, 10(1), 1-4. https://doi.org/10.3167/latiss.2017.100101
Laursen, H. P., Pitkänen-Huhta, A., Holm, L., Golden, A. & Bagga-Gupta, S. (Eds.) (2019). Reconceptualizing Connections between Language, Literacy and Learning. Springer. Educational Linguistics Vol. 39 https://doi.org/10.1007/978-3-030-26994-4
Schultz, C. (2025). Recognition in Pedagogical Practice With Young People as a Prerequisite for Well-Being in Youth. Nordisk tidsskrift for pedagogikk og kritikk, 11(2), 13-25. https://doi.org/10.23865/ntpk.v11.6218
Skovlund, H. & Larsen, N. L. (2022). Recidivism into Criminal Gangs as a Problem of Social Identity: Some Applications from the Perspective of Pragmatism. The British Journal of Social Work, 52(4), 2217-2233. https://doi.org/10.1093/bjsw/bcab183
Nissen, M. (2023). Rearticulating Motives. Springer. Theory and History in the Human and Social Sciences https://doi.org/10.1007/978-3-031-43494-5
Gulløv, E. (2015). Real siblings. In I. Winther, C. Palludan & M. M. Rehder (Eds.), Sibling: practical and sensitive relations (pp. 23-36). Danish School of Education, Aarhus University. http://ebooks.au.dk/index.php/aul/catalog/book/114
Andersen, F. Ø. & Bjerre-Madsen, C. (2017). Rapport om DrengeAkademiet: de længerevarende betydninger af deltagelsen i DrengeAkademiet - rapport 2017. DPU, Aarhus Universitet.
Holm, L. (2017). Rammesætning af det sprogpædagogiske arbejde med tosprogede småbørn. Paper presented at Nordand 13, Vasa, Finland.
Khawaja, I. (2018). Radikalisering i skolen? fra etnicitet og køn til muslimskhed, fælleshed og belonging. Pæda­gogisk Psykologisk Tidsskrift, (5), 105-116.
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
Khawaja, I., Myong, L. & Guschke, B. L. (Eds.) (2023). Racism and Racialization in Denmark. Kvinder, Køn & Forskning, 35(2). https://tidsskrift.dk/KKF/issue/view/10494/2051
Khawaja, I. (2023). Racialized contestations of diversity in high schools in Denmark: The tipping point . Paper presented at NERA conference 2023, Oslo, Norway.
Guschke, B. L., Khawaja, I. & Myong, L. (2023). Racialization and racism in Denmark. Kvinder, Køn & Forskning, 35(2), 8-20. https://doi.org/10.7146/kkf.v36i2.141914
Francesconi, D., Tarozzi, M., Bykachev, K., Vaalimaki, T. V., Turunen, H. & Simovska, V. (2023). Quality of life movement: Historical overview of the policies and challenges for the future of education. Policy Futures in Education, 21(8), 868-885. https://doi.org/10.1177/14782103221105462
Francesconi, D. (2017). Qualitative methodological issues in studying first-person perspective: between phenomenological method and cognitive science. In M. Brinkmann, M. F. Buck & S. S. Rödel (Eds.), Pädagogik - Phänomenologie: Verhältnisbestimmungen und Herausforderungen (pp. 309-321). Springer VS. https://doi.org/10.1007/978-3-658-15743-2_18
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.
Adriansen, H. K. (2016, Jan 26). Q&A with Hanne Kirstine Adriansen, co-editor of "Higher education and capacity building in Africa". https://www.routledge.com/developmentstudies/posts/9282

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Revised 16.04.2026
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Lisbeth Hartmann