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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Lieberoth, A. & Fiskaali, A. (2018). pwning n00bs for highschool credit? A map of modes and expectations for 11 Danish eSports programs. Abstract from University of California Irvine eSports Conference 2018, Irvine, United States.
Nørby, S. (2016). Putting an unpleasant past to rest: On forgetting and emotional health. Abstract from ICOM 2016 Budapest, Hungary.
Bach, D. & Christensen, S. (2015). Purposeful Play: Om reformer af børnehave og forældreskab i Singapore. Poster session presented at Åbningskonference for Cediff, Center for daginstitutionsforskning, Roskilde, Denmark.
Nickelsen, N. C. M. (2016, Aug 12). Purified humanism: revisiting the Leicester conference. https://www.researchgate.net/publication/306078740_Purified_Humanism_-_Revisiting_the_Leicester_Conference
Ahrenkiel, A. & Holm, L. (2024). Puderummet som sprogmiljø: hvad er højkvalitetssprogmiljøer? Forskning i Pædagogers Profession og Uddannelse, 8(1), 57-66. https://doi.org/10.7146/fppu.v8i1.144788
Andersen, F. Ø. (2017). P-tech: en succesrig ny ungdomsuddannelse med job- og løngaranti. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 19(1), 96-104. Article 10.
Petersen, K. B. & Andersen, F. Ø. (2020). P-tech: en succesrig amerikansk ungdomsuddannelse for unge på kanten. In K. B. Petersen & F. Ø. Andersen (Eds.), Pædagogik på Kanten: en rapport (pp. 20-35). DPU, Aarhus Universitet. https://doi.org/10.7146/aul.360
Nielsen, A. M. (2021). Psykoterapeutisk rehabilitering af forældre til unge med anoreksi: Et casestudie. Psyke & Logos, 42(2), 146-169. https://tidsskrift.dk/psyke/article/view/131119
Hersom, C. (2025). Psykosocial resiliens i krisesituationer. Erhvervspsykologi: tidsskrift om udvikling, dialog, ledelse organisation, 23(3).
Tróndheim, T., Arnfjord, S., Sonniks, M. & Berliner, P. (2017). Psykologi i Grønland: en refleksion. Psyke & logos, 38(1), 13-31. Article 2. https://tidsskrift.dk/psyke/article/download/100086/149192/
Mardahl Hansen, T. & Kousholt, K. B. (2024). Psykologien i skolen. In K. B. Kousholt & T. L. Mardahl-Hansen (Eds.), Læreren som udforskende praktiker: Pædagogisk-psykologiske perspektiver på det lærerfaglige arbejde (pp. 18-51). Hans Reitzels Forlag.
Bach, D. (2022). Psykiatriseringen af forældres syn på deres børns udvikling. Kognition & Pædagogik, 124(Marts 2022), 18-28.
Bagge, N. & Berliner, P. (2021). Psychotherapy and indigenous people in the Kingdom of Denmark. Psychotherapy and Politics International, 19(2), Article e1586. https://doi.org/10.1002/ppi.1586
Søndergaard, D. M. (2019). Psychology, Ethics, and New Materialist Thinking - Using a Study of Sexualized Digital Practices as an Example. Human Arenas, 2(4), 483-498. https://doi.org/10.1007/s42087-019-00064-y
Søndergaard, D. M. (2021). Psychology Challenged. Refocusing our conceptual endeavors when culture-nature and technology kick in. International Review of Theoretical Psychologies, 1(1), 5-23. https://doi.org/10.7146/irtp.v1i1.127074
Bowman, S. L. & Lieberoth, A. (2018). Psychology and role-playing games. In J. P. Zagal & S. Deterding (Eds.), Role-playing game studies : transmedia foundations (pp. 245-264). Routledge.
Bowman, S. L. & Lieberoth, A. (2024). Psychology and role-playing games. In J. P. Zagal & S. Deterding (Eds.), The Routledge Handbook of Role-Playing Game Studies (pp. 261-279). Routledge. https://doi.org/10.4324/9781003298045-16
Hersom, C., Knoop, H. H. & Justesen, J. B. (2025). Psychological resilience training for leaders in extreme times: Study protocol of a randomized controlled trial. Frontiers in Psychology, 16, Article 1514954. https://doi.org/10.3389/fpsyg.2025.1514954
Anne Morin & Lotte Hedegaard-Sørensen (2018). Psychiatric testing and everyday school life: collaborative work with diagnosed children. In B. Hamre, A. Morin & C. Ydesen (Eds.), Testing and inclusive schooling: international challenges and opportunities (pp. 198-213). Routledge.
Gulløv, E. & Gulløv, J. (2021). Provinsens oversete uddannelsesopgave. Tidsskrift for professionsstudier, 17(32), 116–125. https://tidsskrift.dk/tipro/article/view/125163
Wallace, J. (2017). Prototypeudvikling af et læringsredskab. In C. Hasse & H. Skov (Eds.), Forskningens maskinrum: typiske tværfaglige udfordringer (pp. 103-118). U Press.
Dahl, K. K. B. (2021). Professionspsykologi med personen i centrum. In K. K. B. Dahl (Ed.), Professionspsykologi (pp. 29-58). Aarhus Universitetsforlag.
Dahl, K. K. B. (2019). Professionspsykologi - med personen i centrum. Paper presented at Lunch Talks, DPU, Aarhus, Denmark.
Dahl, K. K. B. (2021). Professionspsykologi - et nyt felt. In K. K. B. Dahl (Ed.), Professionspsykologi (pp. 9-28). Aarhus Universitetsforlag.
Dahl, K. K. B. (2021). Professionspsykologi: et nyt felt. In K. K. B. Dahl (Ed.), Professionspsykologi (pp. 9-26). Aarhus Universitetsforlag.
Dahl, K. K. B. (Ed.) (2021). Professionspsykologi. Aarhus Universitetsforlag.
Kjær, B., Albertsen, K. & Limborg, H. J. (2017). Professionelt samarbejde som nøglen til inkluderende børnefællesskaber: resultater fra forskningsprojektet: "Inklusion mellem pædagogik og arbejdsmiljø". 0-14 : nul til fjorten, 27(1), 54-57.
Winther-Lindqvist, D. A. (2023). Professionel omsorg. In D. T. Gravesen (Ed.), Pædagogik : introduktion til pædagogens grundfaglighed (2 ed., pp. 556-570). Hans Reitzels Forlag.
Plauborg, H. & Juelskjær, M. (2017). Professionelle læringsfællesskaber med fokus på klasseledelse: analyser fra et praksisudviklende forskningsprojekt i Greve Kommune. Aarhus Universitet.
Petersen, F. F. (2022). Professionel egenomsorg: Trivsel, nærvær og relationer i daginstitutioner. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Dahl, K. K. B. (2019). Professional Development Lost in Translation? ‘Organising Themes’ in Danish Teacher Education and how it influences Student-Teachers’ Stories in Professional Learning Communities. Research in Comparative and International Education, 14(3), 357-375. https://doi.org/10.1177/1745499919865141
Adriansen, H. K., Mehmood-Ul-Hassan , M. & Mbow, C. (2015). Producing scientific knowledge in Africa today: auto-ethnographic insights from a climate change researcher. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher Education and Capacity Building in Africa: The geography and power of knowledge under changing conditions (1. ed., pp. 124-146). Routledge.
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
Waters, J., Saarinen, T., Adriansen, H. K., Spangler, V., Madsen, L. M. & Juul-Wiese, T. (2021). Problematising English as Lingua Franca in Higher Education Internationalisation. Paper presented at Society for Research into Higher Education Annual Conference.
Christensen, S. & Ørberg, J. W. (2015). Privat lektiehjælp kaster sin skygge over Danmark: privat lektiehjælp er en kæmpe skyggeindustri i Asien, men nu udfordrer skyggeundervisningen også det etablerede uddannelsessystem i Danmark. Er der grund til bekymring? Asterisk (magasin), (76), 32-33. http://edu.au.dk/aktuelt/asterisk/vis-artikel/artikel/privat-lektiehjaelp-kaster-sin-skygge-over-danmark/
Mørck, L. L. & Adnan Aiche , W. (2024). Preventive Social Work and Collective Transformative Agency: Preventing Riots in the Wake of Rasmus Paludan’s Burning of the Quran . In Violent extremism : A Nordic Outlook (pp. 187-206). Lexington Books.
Dammeyer, J. & Chapman, M. (2017). Prevalence and characteristics of self-reported physical and mental disorders among adults with hearing loss in Denmark: a national survey. Social Psychiatry and Psychiatric Epidemiology, 52(7), 807-813. https://doi.org/10.1007/s00127-017-1397-6
Rentzou, K., Slutsky, R., Tuul, M., Gol-Guven, M., Kragh-Müller, G., Fenu Foerch, D. & Paz-Albo, J. (2019). Preschool Teachers' Conceptualizations and Uses of Play Across Eight Countries. Early Childhood Education Journal, 47(1), 1-14. https://doi.org/10.1007/s10643-018-0910-1
Holm, L. (2016). Preschool literacy and second language learners. Paper presented at Eurosla26, Jyväskylä, Finland.
Elkjaer, B., Lotz, M. M. & Nickelsen, N. C. M. (2021). Preface. In Current practices in workplace and organizational learning : Revisiting the classics and advancing knowledge (pp. v-xxvi). Springer.
Bagga-Gupta, S., Golden, A., Holm, L., Laursen, H. P. & Pitkänen-Huhta, A. (2019). Preface. In Educational Linguistics (Vol. 39, pp. v-vi)
Lyhne, M. (2022). Praksisudvikling på trods. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Kousholt, D. (2018). Praksisteoretisk analyse: børnefamiliers hverdagsliv som eksempel. In L. Bøttcher, D. Kousholt & D. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (pp. 263-286). Samfundslitteratur.
Jensen, B. & Svinth, L. (2022). Praksis- og professionsudvikling i daginstitutioner. Aarhus Universitetsforlag. Pædagogisk Indblik No. 19
Wright, S. & Douglas-Jones, R. (Eds.) (2020). Practicing Integrity: Exploring Research Integrity in Denmark. Aarhus Universitet. https://dpu.au.dk/fileadmin/edu/Forskning/CHEF/Projects/Practicing_Integrity/Practicing_Integrity_Booklet.pdf
Kjær, B. & Dannesboe, K. I. (2015). PPR's konsultative funktion - fra kamp til støtte: Følsomme relationer og professionelle identiteter kæmper ofte, når PPR skal støtte skolemedarbejdere med akut behov for hjælp til inklusionsarbejdet. http://www.emu.dk/modul/dilemmaer-i-ppr’s-konsultative-funktion
Gjørding, M. R. (2022). PPR i paradigmeskifte: En undersøgelse af PPR-lederes opfattelser af udfordringer og muligheder med bemanding, uddannelsesbehov og faggrænser. In Aarhus Universitet https://dpu.au.dk/fileadmin/edu/Udgivelser/Rapporter/PPR_i_paradigmeskifte_-_rapport.pdf
Morin, A. (2021). PPR-faglig ekspertise i tidlige tværprofessionelle og tværsektorielle samarbejder og interventioner. Pædagogisk Psykologisk Tidsskrift, 58(2).
Nielsen, G. B. (2020). Power. In M. David & M. Amey (Eds.), The SAGE Encyclopedia of Higher Education: vol. 3 SAGE Publications.
Kristensen, S. B. (2021). Potentials of a generation. Abstract from 20th Nordic Mi­gra­tion Research conference & 17th ETMU conference11 ̶ 14 Janu­ary, 2021, On­line/ University of Helsinki, Fin­land, -.

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Revised 16.04.2026
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Lisbeth Hartmann