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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Winther, I. W. (2021). The house: being, seeing, remembering place. In K. I. Dannesboe & J. D. Rasmussen (Eds.), In-Between : Exploring small cracks of everyday life (pp. 107-118). Aarhus Universitetsforlag.
Mogensen, N. D. (2021). 'The hand in the mouth': stories from a shared body. In K. I. Dannesboe & J. D. Rasmussen (Eds.), In-between: Exploring small cracks of everyday life Aarhus Universitetsforlag.
Adriansen, H. K. (2015). The geography of peace: Egyptian land reclamation and agri-cultural cooperation with Israel. AU Library Scholarly Publishing Services.
Lieberoth, A. (2017). The gamified self: the inevitable marriage of self-tracking to game thinking and the paraludic mindset. Abstract from AIAS conference: Metric culture, Aarhus, Denmark.
Nielsen, G. B. (2022). The ethics of radical student activism: Social justice, democracy and engagement across difference. In A. Sevelsted & J. Toubøl (Eds.), The Power of Morality in Movements: Civic Engagement in Climate Justice, Human Rights, and Democracy (pp. 193–210). Springer. https://doi.org/10.1007/978-3-030-98798-5_9
Nickelsen, N. C. M. & Simonsen Abildgaard, J. (2022). The entwinement of policy, design and care scripts: providing alternative choice-dependency situations with care robots. Sociology of Health and Illness, 44(2), 451-468. https://doi.org/10.1111/1467-9566.13434
Wang, A. I. & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European Conference on Games Based Learning, ECGBL 2016 (pp. 738-746). Academic Conferences and Publishing International Limited.
Primdahl, N. L. (2024). The Educational Objectification of Time in School-based Wellbeing Promotion. Abstract from NERA 2024, Malmø.
Dovigo, F. (2021). The Educational Inclusion of Forced Migrants with a Disability: A Critical Analysis of the Washington Group Questionnaires. In I. M. Gómez Barreto (Ed.), Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education (pp. 166-188). IGI global. https://doi.org/10.4018/978-1-7998-7283-2.ch009
Anderson, S. D. (2022). The Educated Person. In Einführung in die Bildungsanthropologie: Ein Lehrbuch (pp. 299-303). new academic press.
Wright, S. (2019). The De-internationalization of Danish Higher Education. Paper presented at Higher Education and Social Inequalities .
Gilliam, L. (2017). The decent citizens: Lessons on moral superiority and the immorality of wealth in a class of priveleged youth. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 165-193). Pluto Press.
Ilkjær, H. (2024). The Dawning Periphery: Processes of Place Awareness among Highly Specialized International Work Migrants on Two Danish Islands. Nordic Journal of Migration Research, 14(1), Article 635. https://doi.org/10.33134/njmr.635
Madsen, C. D. (2019). The Danish egalitarian school system and Gifted Education - a contradictory development. Abstract from Pre-conference:
WCGTC - A World of Possibilities: Gifts, Talents & Potential: Working with Gifted Children to Address Local Issues through Research-Based Initiatives, Nashville, United States.
Brøndum, T. (2023). “The curse of the refugee”: Narratives of slow violence, marginalization and non-belonging in the Danish welfare state. Kvinder, Køn & Forskning, (2), 96-112. Article 5. https://doi.org/10.7146/kkf.v36i2.141131
Bøttcher, L. (2019). The cultural nature of the zone of proximal development: young people with severe disabilities and their development of independence. In A. Edwards, M. Fleer & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 69-83). Springer. https://doi.org/10.1007/978-981-13-6826-4
Rasmussen, J. D. (2021). The Companion City: An Initial Ramble. In K. I. Dannesboe & J. D. Rasmussen (Eds.), In-between: : Exploring Small Cracks of Everyday Life (pp. 71-88). Aarhus Universitetsforlag.
Højholt, C., Juhl, P. & Kousholt, D. (2018). The collectivity of family conduct of life and parental self-understanding. In E. Eriksen Ødegaard & S. Garvis (Eds.), Nordic dialogues on children and families (pp. 13-26). Routledge.
Skrubbeltrang, L. S., Stilling Olesen, J. & Nielsen, J. C. (2022). The Coach as Gatekeeper, distributor of Resources and Partner for Sports Talents. Sports Coaching Review, 11(2), 233-251. https://doi.org/10.1080/21640629.2021.1978730
Bach, D. (2017). The civilized family life: childrearing in affluent families. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 194-235). Pluto Press.
Christensen, T. W. (2024). The becoming of a violent left-wing extremist. In A. Rostami & C. Edling (Eds.), Violent extremism: A Nordic Outlook (pp. 165-186). Lexington Books.
Holmgren, N., Ledertoug, M. M., Paarup, N. & Tidmand, L. (2019). The Battle against Boredom: in Schools. Strength Academy.
Ledertoug, M. M., Tidmand, L. & Paarup, N. (2019). The Battle against Boredom: In Schools. Abstract from IPPA , Melbourne, Victoria, Australia.
Ledertoug, M. M., Paarup, N., Tidmand, L., Holmgren, N. & Louise Tidmand (2018). The battle against boredom: in Schools. 1-2. Abstract from Pre-conference Positive Education, Budapest, Hungary.
Skovlund, H., Mørck, L. L. & Celosse Andersen, M. (2022). The Art of Not Being Neutral in (some fields) of Qualitative Research. 1-15. Paper presented at ISTP Conference 2022, Sacramento, California, United States.
Skovlund, H., Lerche Mørck, L. & Celosse-Andersen, M. (2023). The art of not being neutral in qualitative research. Qualitative Research in Psychology, 20(3), 363-381. https://doi.org/10.1080/14780887.2023.2223529
Bruun, M. H. & Wahlberg, A. (2022). The Anthropology of Technology: The Formation of a Field. In The Palgrave Handbook of the Anthropology of Technology (pp. 1-33). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_1
Køster, A. (2017). The affective depth of bereavement: some preliminary remarks. Paper presented at International conference on grief and bereavement in contemporary society, Lisabon, Portugal.
Kousholt, K. (2019). Testtagningsmotivation som myte: at skulle ville det, man skal, så det virker. In K. B. Kousholt, J. B. Krejsler & M. Nissen (Eds.), At skulle ville: om motivationsarbejde og motivationens tilblivelse og effekter (pp. 91-124). Samfundslitteratur.
Bøttcher, L. & Dammeyer, J. H. (Eds.) (2024). Test og udredning i pædagogisk psykologisk praksis. Samfundslitteratur.
Karsten, M. M. V. (2020). Testing relevance and applicability: reflections on organizational anthropology. Journal of Organizational Ethnography, 9(2), 159-172. https://doi.org/10.1108/JOE-01-2019-0005
Kousholt, K. & Stanek, A. (2022). Testing children from the Ghetto. Abstract from Nordic-Baltic ISCAR 2022.
Kousholt, K. (2019). Testing and Time: steps towards a de-individualized and critical theory of test participation. In K. Murakami, J. Cresswell, T. Kono & T. Zittoun (Eds.), The Ethos of Theorising Captus University Publications.
Morin, A., Hamre, B. & Ydesen, C. (2018). Testing and inclusive schooling: international challenges and opportunities. Routledge.
Winther-Lindqvist, D. A. & Engelbrekt, P. (2016). Terapi-kulturen har taget overhånd. Politiken, kroniken, 7.
Habersaat, K. B., Betsch, C., Danchin, M., Sunstein, C. R., Böhm, R., Falk, A., Brewer, N. T., Omer, S. B., Scherzer, M., Sah, S., Fischer, E. F., Scheel, A. E., Fancourt, D., Kitayama, S., Dubé, E., Leask, J., Dutta, M., MacDonald, N. E., Temkina, A. ... Butler, R. (2020). Ten considerations for effectively managing the COVID-19 transition. Nature Human Behaviour, 4(7), 677-687. https://doi.org/10.1038/s41562-020-0906-x
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. (2022). Temporal Norms and the Question of Suspension: Rethinking the Educational Teleology of School-based Mindfulness. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Nickelsen, N. C. M. (2020). Teleomsorgens infrastruktur: teleomsorg kan være tryghedsskabende for kronisk syge ældre, men hvad betyder teleomsorg for de sundhedsprofessionelle? BestPractice - Sygeplejersken i Almen Praksis. https://bpno.dk/2020/03/27/teleomsorgens-infrastruktur-teleomsorg-kan-vaere-tryghedsskabende-for-kronisk-syge-aeldre-men-hvad-betyder-teleomsorg-for-de-sundhedsprofessionelle/
Nickelsen, N. C. M. (2019). Telecare infrastructures, interruption and different ideas of good. Paper presented at 4S 2019 New Orleans, New Orleans, Louisiana, United States.
Hasse, C. (2016). Teknologiforståelse i et kulturperspektiv. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, (1), 99-114. http://laeremiddel.dk/wp-content/uploads/2016/03/Teknologiforst%C3%A5else-i-et-kulturperspektiv_web.pdf
Acosta, R., Bruun, M. H. & Koch, I. L. (2024). Technomoral Governance From Techniques of Intervention to Technological Innovation in Politics, Policy and Law. Social Anthropology, 32(4), 1-12. https://doi.org/10.3167/saas.2024.320401
Balling, G., Schilhab, T. & Esbensen, G. L. (2022). Technology, participation and bodily interactions in nature: The potential of mobile technology in situated learning. Conjunctions : transdisciplinary journal of cultural participation, 9(2), 1-14. https://doi.org/10.2478/tjcp-2022-0010
Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365-378. https://doi.org/10.1080/03054985.2017.1305057
Jørgensen, S. M. H. & Tafdrup, O. A. (2017). Technological fantasies of Nao: remarks about alterity relations. Transformations, (29), 88-103. http://www.transformationsjournal.org/wp-content/uploads/2017/02/Transformations29_Jorgensen-Tafdrup.pdf
Gilliam, L. (2024). Teaching equality, teaching hierarchy. Moral lessons in the schools of the Danish welfare state. In L. Gilliam & C. Markom (Eds.), Difference and sameness in schools: Perspectives from the European Anthropology of Education (pp. 75-98). Berghahn Books.
Plauborg, H. (2022). Teachers who stay in the profession. Paper presented at European Educational Research Association - ECER 2022, Yerevan, Armenia.
Torres, I. (2017). Teachers’ use of dietary recalls for exploratory dialogue in the classroom. Health Education Journal, 76(7), 869 - 879. https://doi.org/10.1177/0017896917718876
Boström, L., Dahl, K. K. B. & Rahn, S. (2023). Teachers’ shortage in Sweden, Denmark and Germany. Abstract from European Conference of Educational Research, Glasgow, United Kingdom.
Laursen, P. F. & Nielsen, A. M. (2016). Teachers' relational competencies: the contribution from teacher education. Solsko Polje, 27(1-2), 139-161.

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Revised 08.10.2026
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Lisbeth Hartmann