Danish School of Education

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You are here: Danish School of Education About the school Organisation Department of Educational theory and curriculum studies, General education and Philosophy of education

Department of
Educational Theory and Curriculum Studies, Educational Philosophy, and General Education

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built around the Master's degree programmes in Educational Theory and Curriculum Studies - danish, - mathematics, - material culture and - music education; ICT-based educational design; General education; and Educational philosophy. The department's researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Research units

Publications

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Laursen, H. P. & Holm, L. (2017). Sprog: i etnografisk praksis. In E. Gulløv, G. B. Nielsen & I. W. Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 157-167). Hans Reitzels Forlag.
Knudsen, L. E. D. & Haastrup, L. (2017). Stil teori- og praksisspørgsmålet på en ny måde. Tidsskrift for professionsstudier, (24), 98-102. Article 11.
Dræby, A. (2017). Stoisk ro: stoicismens genkomst i det 21. århundrede. Det Kongelige Bibliotek. https://doi.org/10.7146/aul.226.163
Petersen, K. B. (Ed.) (2017). Supporting teachers’ instructional expertise: a global perspective. Journal of the International Society for Teacher Education Vol. 21 No. 2
Schwalbe, D. M. (2017). Sustaining linguistic continuity in the Beringia: examining language shift and comparing ideas of sustainability in two arctic communities. Anthropologica, 59(1), 28-43. https://doi.org/10.3138/anth.591.T04
Højgaard, T. (2017, Apr 25). Symbolbehandlingskompetence. Ishøj Kommune. https://www.youtube.com/watch?v=B6f0ub3GVMA&list=PLax-1aAIvpJKvsNtI8qXnspz9zN2zpfSB&index=7
Stevenson, M. P., Hartmeyer, R. & Bentsen, P. (2017). Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education. Educational Research Review, 21(Juni), 1-16. https://doi.org/10.1016/j.edurev.2017.02.002
Højgaard, T. (2017, Apr 25). Tankegangskompetence. Ishøj Kommune. https://www.youtube.com/watch?v=5Rvhiy-1cAA&list=PLax-1aAIvpJKvsNtI8qXnspz9zN2zpfSB&index=2
Schilhab, T. (2017, Oct 26). Tavs viden i digital læsning. Fagbladet Folkeskolen. https://www.folkeskolen.dk/618270/tavs-viden-i-digital-laesning
Laursen, H. P. (2017). Tegn på sprog: tosprogede børn lærer at læse og skrive. Statusrapport 10. www.ucc.dk.
Nielsen, C. F. (2017). The First Phenomenologist? Phenomenological Reviews, 3, 60. http://reviews.ophen.org/2017/10/11/the-first-phenomenologist/
Jankvist, U. T. & Niss, M. (2017). The notion and role of “detection tests” in the Danish upper secondary “maths counsellor” programme. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 3825-3832). Institute of Education, Dublin City University, Ireland, and ERME.
Lindenskov, L. & Kirsted, K. (2017). Theoretical constructs for early intervention programs in mathematics: who cares? – A Danish example. In CERME 10 Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 3857-3864). Dublin City University. https://hal.science/hal-01950518/
Petersen, K. B. (2017). The pedagogical approach of the Anholt projects: an innovative European perspective on learning-to-learn mobility projects? Reflections and discussions . In M. Devlin, S. Kristensen, K. Ewa & M. Nico (Eds.), Learning mobility, social inclusion and non-formal education: acces, processes and outcomes (pp. 73-88). Council of Europe Publishing. https://pjp-eu.coe.int/documents/1017981/1667851/Learning-Mobility-2018+WEB.pdf/313c137e-d76c-241c-411c-7b3b7e9a4646
Sørensen, A. (2017). The privilege of participation. Philosophy & Social Criticism, 43(3), 286-287. https://doi.org/10.1177/0191453716670239
Sørensen, A. (2017). The role of dialectics in Marcuse. In T. Maley (Ed.), One-dimensional man 50 years on: the struggle continues (pp. 40-56). Fernwood Publishing.
Elisasson, N., Karlsson, K.-G. & Sørensen, H. (2017). The Role of Questions in the Science Classroom - how girls and boys respond to teachers’ questions. International Journal of Science Education, 39(4), 433-452. https://doi.org/10.1080/09500693.2017.1289420
Torres, I. & Benn, J. (2017). The rural school meal as a site for learning about food. Appetite, 117, 29–39. https://doi.org/10.1016/j.appet.2017.05.055
Carlsson, M. S. (2017). Trivselsmålinger: et led i evaluering og kvalitetssikring i skolen. In A. Schulz & J. von Seelen (Eds.), En skole i bevægelse: læring, trivsel og sundhed (pp. 287-305). Akademisk Forlag.
Jepsen, P. (2017). Über die Regression sinnlicher Wahrnehmung: die Theorie der Kulturindustrie als negative Ästhetik. In G. Schweppenhäuser & M. Niederauer (Eds.), Kulturindustrie: theoretische und empirische Annäherungen an einen populären Begriff (pp. 105-122). Springer VS.
Schilhab, T. (2017, Mar 28). Uddannelse og dannelse ude. https://www.folkeskolen.dk/605509/uddannelse-og-dannelse-ude
Hedegaard-Sørensen, L. & Grumløse, S. P. (2017). Udsatte børn og unge i den inkluderende skole. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 37(109), 84-94. Article 8.
Holst, F. (2017). Udvikling af læringsarenaer og undervisningsformer i det tredje felt. Unge Pædagoger, 4(2017), 57-65.
Haastrup, L. & Sørensen, M. C. (2017). Undersøgelse af Huskunstnerordningen: Rappoprt. Statens Kunstfond.
Haastrup, L. & Sørensen, M. C. (2017). Undersøgelse af Huskunstnerordningen: caseanalyser. Statens Kunstfond.
Nielsen, C. F. (2017). Understanding Kant's Ethics. Metapsychology Online Reviews, 21(28). http://metapsychology.mentalhelp.net/poc/view_doc.php?type=book&id=7913&cn=135
Rømer, T. A. (2017). Undervisningens gavegivning. Studier i læreruddannelse og -profession, 2(1), 73-89. https://tidsskrift.dk/SLP/article/download/27689/pdf
Pio, F. (2017). Undervisningens indhold mellem læring og dannelse: kampen om kundskabsbegrebet. In T. A. Rømer, L. Tanggaard & S. Brinkmann (Eds.), Uren pædagogik 3 (pp. 147-162). Article 9 Klim.
Laursen, P. F. (2017). Undervisning er dialog. Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, (5), 18-22.
Skyggebjerg, A. K. (2017). Ung med de unge. Weekendavisen, Bøger, 12.
Hyldgaard, K. (2017). Universiteter bør prioritere undervisningen. Politiken, debatsektionen, 5.
Petersen, K. B. (2017, Dec 1). Updates JISTE – Journal of International Society of Teacher Educationby the editor. (38 ed.) International Society for Teacher Education.
Rømer, T. A., Tanggaard, L. & Brinkmann, S. (Eds.) (2017). Uren pædagogik 3. Klim.
Broström, S., Hansen, O. H. & Jensen, A. S. (2017). Værdier i danske dagtilbud: kortlægning, analyse, refleksion. Akademisk Forlag. https://www.youtube.com/watch?v=CKePmY7dKO4
Jensen, A. S. & Broström, S. (2017). Values education in practice in preschools in Denmark. In E. Johansson & J. Einarsdottir (Eds.), Values in early childhood education: citizenship for tomorrow Routledge.
Broström, S., Jensen, A. S. & Hansen, O. H. (2017). Values in Danish early childhood education and care. In C. Ringsmose & G. Kragh-Müller (Eds.), International Perspectives on Early Childhood Education and Development (pp. 25-41). Springer. https://doi.org/10.1007/978-3-319-425573
Kristensen, J. E. & Jensen, H. S. (2017). Viden og dyd. In O. Korsgaard, J. E. Kristensen & H. Siggaard Jensen (Eds.), Pædagogikkens idehistorie (pp. 437-454). Aarhus Universitetsforlag.
Kristjansdottir, B. (2017). Viden om verden i fandango 7. In J. Bremholm, J. Bundsgaard, S. S. Fougt & A. Karlskov Skyggebjerg (Eds.), Læremidlernes danskfag (pp. 172-198). Aarhus Universitetsforlag.
Kristjansdottir, B. (2017). Viden om verden i læremidlet Fandango 7 –: hvilken viden og hvilken verden?. Paper presented at NOFA 6 - Nordisk Fagdidaktisk konference, Odense, Denmark.
Petersen, D. K. & Arnbak, E. (2017). Vi tildeler it-støtte, men nytter det noget? Laesepaedagogen, (5), 4-9.
Knudsen, L. E. D., Jensen, M. E. & Shakoor, L. R. (2017). "Vi vil gerne den der autenticitet ...". Unge Pædagoger, (4), 47-57.
Petersen, K. B. (2017). Welcome to Denmark: from the convenor. In K. B. Petersen & L. L. Helm (Eds.), Book of abstracts: International Society of Teacher Education, 37th Annual Seminar, April 24-April 28, Danish School of Education. Book & E-print version (pp. 5-7). DPU, Aarhus Universitet.
Hyldgaard, K. (2017). What causes education? anxiety and the object a. In A. Bech Jørgensen, J. Juel Justesen, N. Bech, N. Nykrog & R. Bro Clemmensen (Eds.), What is education?: an anthology on education (pp. 187-208). Problema. http://www.whatiseducation.net/wp-content/uploads/2017/08/What-is-education.pdf
Knudsen, L. E. D. (2017). What is Open School?. 1. Abstract from Seminar Series, Vancouver, Canada.
Harnisch, H. & Montgomery, E. (2017). "What kept me going": a qualitative study of avoidant responses to war-related adversity and perpetration of violence by former forcibly recruited children and youth in the Acholi region of northern Uganda. Social Science & Medicine, 188(September), 100-108. https://doi.org/10.1016/j.socscimed.2017.07.007
Broström, S. (2016). 10-årige børns syn på deres børnehave: hvad husker de bedst circa fire år efter, de har forladt børnehaven? 0-14 : nul til fjorten, 26(1), 68-69. Article 24.
Berthelsen, U. D. (2016, Dec). 21st century skills: om det 21. århundredes kompetencer - fra arbejdsmarkedspolitik til allemandseje. http://literacy.dk/wp-content/uploads/21st-century-skills-Ulf-Dalvad_Berthelsen.pdf
Hansen, B. B., Jøker Bjerre, H., Thykjær, S., Porsgaard, K. & Ugilt, R. (2016). 50erne. Dagbladet Information.
Schilhab, T. (2016, May 17). Åben skole: kan udeskole noget særligt? http://www.folkeskolen.dk/587721/aaben-skole---kan-udeskole-noget-saerligt
Knudsen, L. E. D. (2016). Åben skole: på vej mod en åben skole? Unge Pædagoger, (3), 1-3.

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Revised 16.04.2026
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Lisbeth Hartmann