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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Wiberg, M. & Knudsen, L. E. D. (2024). Introduction: A Scandinavian perspective on teacher and teaching quality and teacher ethics. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (pp. 1-16). Routledge. https://doi.org/10.4324/9781003407775-1
Whitton, N. & Nørgård, R. T. (2024). Introduction. In The Playful University: Philosophy, Pedagogy, Politics and Principles (pp. 1-19). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-1
Fraillon, J., Dexter, S. & Bundsgaard, J. (2024). Introduction. In IEA International Computer and Information Literacy Study 2023: Assessment Framework (pp. 1-20). Springer. https://doi.org/10.1007/978-3-031-61194-0_1
Schilhab, T. & Groth, C. (2024). Introduction to the anthology. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 ed., pp. 3-12). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-2
Eriksson, E., Holflod, K. & Nørgård, R. T. (2024). Jamming with Culture - Piloting Cultural Game Jam with Youth. In Proceedings of ACM Interaction Design and Children Conference: Proceedings of the 23rd Annual ACM Interaction Design and Children Conference (pp. 945-950). Association for Computing Machinery. https://doi.org/10.1145/3628516.3659424
Kolstrup, K. & Laursen, H. P. (2024). ”Jeg siger bare du er blandet” – flersprogede elevers forhandling af identitet under en literacyopgave i skolen. 58-59. Abstract from Nordand 16, Stockholm, Sweden. https://www.sh.se/download/18.6c81576118fe7ade3d215f85/1718034342434/Abstraktsamling%20-%20final.pdf
Holflod, K. (2024). Kan man lære sprog gennem leg som voksen? Fokus - på dansk som andetsprog for voksne, 82, 24-27. https://fokus-dsa.dk/fokus-82/#flipbook-df_507/24/
Berndsen, M. (2024). Kirkerummet som æstetisk dannelsesrum. Unge Pædagoger, 2024(2).
Berndsen, M. (2024). Kirkerummet som materielt dannelsesrum: Bidrag til en kunsthistorie der går på besøg og lytter. Paper presented at En ny dansk kunsthistorie?, København, Denmark.
Møller, M. (2024). Kompetenceorienteret STEM-undervisning. [PhD dissertation, Aarhus University].
Heiden, T. (2024). Kunstbaseret performanceforskning med indskolingsbørn. Tidsskrift for æstetik og pædagogik, 2(1). https://tidsskrift.dk/taep/article/view/146798/189982
Pedersen, A. Y. (2024). Kunstig intelligens og elevernes digitale kompetencer. POLIS - Tidsskrift for samfundsfagsdidaktik, 5(8), 61-82. https://tidsskrift.dk/POLIS/article/view/148108/192685
Gabrielsson, R. H., Neubert, K. & Fougt, S. (2024). Læremidler i begynderundervisning i læsning: Et essentielt oplæg til refleksion og kritisk stillingtagen . Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, 72(1), 4-9. Article 1.
Bülow, M. W. (2024). Læremidler og professionsudvikling i en ny kunstig virkelighed. POLIS - Tidsskrift for samfundsfagsdidaktik, 5(8), 41-59. Article 4. https://tidsskrift.dk/POLIS/article/view/148107/192683
Heiden, T. (2024). Lærer-i-rolle i indskolingens litteraturundervisning. Læremiddeldidaktik. https://laeremiddel.dk/viden-og-vaerktoejer/til-praktikere/laerer-i-rolle/laerer-i-rolle-i-indskolingens-litteraturundervisning/
Kiær, K. (2024). Læsevejledning og databrug som organisatoriske rutiner i folkeskolen. [PhD dissertation, Aarhus University].
Jankvist, U. T., Misfeldt, M., Geraniou, E., Aguilar, M. S. & Baccaglini-Frank, A. (2024). La mathematica nascosta: Come aiutare gli studenti a sviluppare senso critico in una società digitalizzata. Archimede, 2, 74-85.
Holflod, K. & Kofoed-Heller, K. (2024). Legende dialoger med utopisk tænkning i skole og fritidstilbud. Abstract from Netværksdagen for Filosofi med Børn 2024.
Holflod, K. (2024). Legende tværprofessionelle uddannelser: Designbaserede undersøgelser af sprog og samarbejde om legende tilgange til læring. Tidsskrift for professionsstudier, 19(37 (2023)), 150–153. https://tidsskrift.dk/tipro/article/view/145076
Skov, S. & Smedegaard Ernst Bengtsen, S. (2024). Living with the impact agenda: humanities academics negotiating and resisting the impact agenda as researchers and doctoral supervisors. Studies in Graduate and Postdoctoral Education, 15(2), 169-184. https://doi.org/10.1108/SGPE-02-2023-0016
Hauer, K. (2024). Long-form silent reading in the contemporary classroom. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 ed., pp. 63-71). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-10
Kabel, K., Christensen, M. V., Tannert, M., Olsen, L. & Bendixen, S. F. (2024). Manual for analyse af metasprogligt repertoire. https://projekter.au.dk/fileadmin/projekter/WE-projektet/Ebog_-_Manual_for_analyse_af_metasprogligt_repertoire.pdf
Knudsen, L. E. D., Wallace, J. & Sabroe, M. (2024). Mapping post-industrial areas through entanglements of time and space. In N. Lee, M. Mosavarzadeh, J. Ursino & R. Irwin (Eds.), Material and Digital A/r/tographic Explorations : Walking Matters (pp. 189-208). Springer. https://doi.org/10.1007/978-981-99-5374-5
Ratnayake, I. G., Ahl, L. M., Jankvist, U. T. & Prytz, J. (2024). Mapping the landscape: A systematic review of implementation research in Nordic Studies in Mathematics Education. In J. Häggström, C. Kilhamn, L. Mattsson, H. Palmer, M. Perez, K. Pettersson, A. Röj-Lindberg & A. Teledahl (Eds.), Mediating Mathematics. Proceedings of MADIF14 (pp. 147-147). SMDF Svensk förening för MatematikDidaktisk Forskning.
Caeli, E. N., Zambach, S., Pedersen, C. S., Bundsgaard, J. & Misfeldt, M. (2024). Maskinlæring i folkeskolen: Fra tekniske til teknologikritiske kompetencer. MONA - Matematik- og Naturfagsdidaktik, 24(4), 54-69. https://tidsskrift.dk/mona/article/view/151936
Østergaard, M. K. & Jankvist, U. T. (2024). Matematikforestillinger (Beliefs). NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/tema/matematikforestillinger-beliefs
Blomhøj, M. & Skånstrøm, M. (2024). MatematikMorgener: Matematikmorgener. Tangenten, 35(2), 37.
Lindhardt, B. & Lindenskov, L. B. (2024). Matematikvanskeligheder: hvad taler vi om? Matematik: tidsskrift for regne- og matematiklærere, 52(3).
Gregersen, R. M. (2024). Mathematical reasoning competency and digital tools. [PhD dissertation, Aarhus University]. https://doi.org/10.7146/aul.593
Pedersen, M. K. (2024). Mathematical thinking competency and digital tools. [PhD dissertation, Aarhus University].
Nørgård, R. T. & Holflod, K. (2024). Meeting in the middle: How can universities, creative industries and cultural organisations co-create new futures?.
Kabel, K., Tannert, M., Bendixen, S. F. & Olsen, L. (2024). Middle and lower secondary students' metalinguistic repertoires for talking about writerly choices in their own argumentative and narrative compositions. 1-5. Paper presented at Literacy Research Association 74th Annual Conference, Atlanta, Georgia, United States.
Bøgild, J., Damgaard Petersen, C. & Thestrup, K. (2024). Mødestedet: Eksperimenterende fællesskaber i folkeskolens mellemformer. Pædagogisk Psykologisk Tidsskrift, 61(1), 32-41. Article 4.
Ejersbo, L. R. & Müller, P. (2024). Mystik på Talmuseet: En krimi for talmodige børn. Forlaget Matematik.
Bach, C. C. & Jankvist, U. T. (2024). New Possibilities of Representational Expressivity for Mathematical Communication: A case of DGE in an 8th-grade classroom. The International Journal for Technology in Mathematics Education, 31(1), 3-10. https://doi.org/10.1564/tme_v31.1.01
Eggersen, D. V. (2024). Noget andet i stedet: Stedbaseret læsning som litteraturpædagogisk metode. [PhD dissertation, Aarhus University]. https://doi.org/10.7146/au.608
Nørgård, R. T. & Holflod, K. (2024). (No) Hope for the Future? A Design Agenda for Rewidening and Rewilding Higher Education with Utopian Imagination. International Journal of Educational Technology in Higher Education, 21(1), Article 30. https://doi.org/10.1186/s41239-024-00456-3
Holflod, K. & Pedersen, L. D. (2024). Nye stemmer og perspektiver på legens alsidighed. BUKS - Tidsskrift for Børne- og Ungdomskultur, 68(40). https://doi.org/10.7146/buks.v40i68.143611
Pio, F. (2024). Om betydningen af Biestas 'subjektifikation' i forhold til pædagogisk professionelle. In Kritisk danning i lærerutdanningen (pp. 69-88). Cappelen Damm. https://cdforskning.no/cdf/catalog/book/231
Niss, M., Jankvist, U. T. & Blomhøj, M. (2024). Om den fjerde og sidste bog i serien. In Udfordringer og muligheder i gymnasial matematikvejledning : detektion, diagnosticering og intervention (pp. 9-28). Frydenlund Academic.
Kristjansdottir, B. & Nielsen, M. T. (2024). Orientalisme i skolens læremidler – forestillinger om elevgruppers positionering og deltagelsesmuligheder. Manuscript submitted for publication.
Kristjansdottir, B. (2024). Os og dem i curriculum - orientialisme i faget dansk som andetsprog. Sprogforum, 30(79), 20-25. https://tidsskrift.dk/spr/article/view/152220/195070
Sattrup, L. & Knudsen, L. E. D. (2024). Out of the Museum Into the Art. In A. Sinner, P. Osler & B. White (Eds.), Propositions for Museum Education: International Art Educators in Conversation (pp. 207-220). Intellect.
Holflod, K. & Nørgård, R. T. (2024). Pædagogik og samarbejde i 2044: Hvor er de videregående uddannelser på vej hen?. Abstract from DUN CONFERENCE 2024.
Højgaard, T., Holmlund, A., Jóelsdóttir, L. B., Møller, M., Selling, A. J. V. & Sigurjónsson, J. Ö. (2024). Panel discussion on the interplay between research and teachingpractice in mathematics education. In C. K. Skott, M. Blomhøj, A. Eckert, R. Elicer, R. Herheim, D. M. Larsen, G. A. Nortvedt, P. Nyström, J. Ö. Sigurjónsson & A. Tamborg (Eds.), Interplay between research and teaching practice in mathematics education: Proceedings of NORMA24 (pp. 38-55). Swedish Society for Research in Mathematics Education. http://matematikdidaktik.org/wp-content/uploads/2025/03/NORMA24-proceedings.pdf
Fougt, S. & Peter Nielsen, A. (2024). Paradigmeskift påkrævet. Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, 72(3), 4-9.
Lindenskov, L. B. & Lindhardt, B. (2024). Paria eller øjenåbner: om historiske skift i syn på talblindhed. MONA - Matematik- og Naturfagsdidaktik, (Særnummer), 11-22. https://tidsskrift.dk/mona/article/view/150679/193393
Fougt, S. (2024). PIS'A PIRLS: Fem måder at smadre elevers læselyst. Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, 2024(5), 18-23.
Kristjansdottir, B. (2024). Politikernes retorik og lovgivning medvirker til etnisk mobning i folkeskolen. Information. https://www.information.dk/debat/2024/07/politikernes-retorik-lovgivning-medvirker-etnisk-mobning-folkeskolen
Ravn, M. (2024). ‘Practiacy’- A pedagogical concept. Paper presented at XXV World Congress of the International Federation for Home Economics, Galway, Ireland.

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Revised 16.04.2026
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Lisbeth Hartmann