Danish School of Education

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 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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Thestrup, K. (2021). Digital World Citizens: Experimenting communities and open laboratories in a global perspective. 1-3. Abstract from Nordicom 2021, Reykjavik, Iceland.
Thestrup, K. (2021). Global, Visual and Physical - Platforms of creativity as a form of communication. 1-2. Abstract from 2021 International AVP Conference, Bergen, Norway.
Thestrup, K. (2021). Undervisning i verden: 6 små digte om en mulig forandring. Dansk Universitetspædagogisk Tidsskrift, 16(30), 98-103. https://doi.org/10.7146/dut.v16i30.123104
Thestrup, K. (2021). Kødets Kamæleon: digte. DRAMA : Nordisk dramapedagogisk tidsskrift, 58(2), 46-49. https://doi.org/10.18261/issn.2535-4310-2021-02-12
Thestrup, K. (2021). Fra Power Points til eksperimenterende fællesskaber. Kognition & Pædagogik, 31(122), 64-76. Article 6.
Thestrup, K. (2022). The Experimenting Community and Trans-Glocal Play Culture: Det eksperimenterende fællesskab og trans-glokal legekultur. Media Education Research Journal, 11(1), 1-16. Article 6. https://doi.org/10.5281/zenodo.6773054
Thestrup, K. (2022). Connecting workshops in digital education. Abstract from Thirteenth International Conference on Networked Learning, Sundsvall, Sweden. https://www.networkedlearning.aau.dk/NLC2022/Submissions/
Thestrup, K. (2021). Digital Citizens: how pre-school teachers and children communicate in a digital and global world. In C. Gray & I. Palaiologou (Eds.), Early Learning in the Digital Age (Vol. 1). Nanjing Normal University Press.
Thestrup, K. (2022). A perspective for Playing - Experimenting communities abd open laboratories in a global perspective. BUKS - Tidsskrift for Børne- og Ungdomskultur, 38(66), 205-219. https://tidsskrift.dk/buks/article/view/133784
Thestrup, K., Dalsgaard, C. & Caviglia, F. (2023). Screen, body, space and text - Media-edu-cology 2.0?. 1. Abstract from Global Media Education Summit 2023, Vancouver, Canada.
Thestrup, K. & Kølln, T. (Ed.) (2022). Klaus skriver digte, mens han forsker. DM Akademikerbladet, 2022(3). https://www.akademikerbladet.dk/magasinet/2022/dm-akademikerbladet-nr-3-2022/klaus-skriver-digte-mens-han-forsker
Thestrup, K. (2022). Legelyst - lille digtsuite om leg. BUKS - Tidsskrift for Børne- og Ungdomskultur, 38(66). https://tidsskrift.dk/buks/article/view/133789/178854
Thestrup, K. (2023). GLOBALE BØRN I EN DIGITAL VERDEN: Den næste pædagogiske udfordring. 1-2.
Thestrup, K. (2023). The Online Adventure - From Classrooms to workshops. 1. Abstract from NERA 2024 Adventures of Education, Malmø, Sweden.
Thestrup, K. (2024). Globale børn: Om billedleg og digital dannelse i børnehaver. In M. S. Dahle & G. S. Meyer (Eds.), Danning i digitale praksisser: Digital danning i barnehage, skole, hjem og fritid (pp. 85-98). Fagbokforlaget. https://doi.org/10.55669/oa3803
Thestrup, K. (2024). Proces for fremtiden - lille digtsuite om teater og kunstig intelligens. DRAMA : Nordisk dramapedagogisk tidsskrift, 61(2), 49-51. Article 6. https://doi.org/10.18261/drama.61.2.8
Thestrup, K. & Bjerre Odgaard, A. (2025). Det eksperimenterende fællesskab lever: Børnemagt og nye teknologier. BUKS - Tidsskrift for Børne- og Ungdomskultur, 41(71), 166-182. Article 9. https://doi.org/10.7146/buks.v41i71.162634
Thestrup, K. (2026). Mit digt er min stemme. DJES Danish journal of education studies, 4(3). https://doi.org/10.7146/djes.v4i3.162755
Thestrup, K. (2025). At stå i det næste: digte om kærligheden til at forske. Forlaget mellemgaard.
Thestrup, K. (2025). Body as center, Technology as play, Community as pedagogy. 1. Abstract from BIN NORDEN, Stockholm, Sweden.
Thestrup, K. (2025). Digital Child Power (panel abstract) + Klaus Thestrup´s contribution: The experimenting community – a pedagogy for agency. 1-2. Abstract from BIN NORDEN, Stockholm, Sweden.
Tannert, M. & Berthelsen, U. D. (2020). Digitale læremidler i danskfaget. Aarhus Universitetsforlag. Pædagogisk Indblik No. 4 https://dpu.au.dk/viden/paedagogiskindblik/digitale-laeremidler-i-danskfaget/
Tannert, M. & Berthelsen, U. D. (2021). Literacy og digitalisering i skolen: et historisk perspektiv. Viden om Literacy, 29, 8-16. https://www.videnomlaesning.dk/tidsskrift/tidsskrift-nr-29-naar-undervisningen-digitaliseres/
Tannert, M., Lorentzen, R. F. & Berthelsen, U. D. (2022). Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects? In A. Yadav & U. D. Berthelsen (Eds.), Computational Thinking in Education: A Pedagogical Perspective (pp. 73-89). Routledge. https://doi.org/10.4324/9781003102991-5
Tannert, M. (2021). Computing Numerical Images of Student Writing: Perspectives from Educational Research. Skandinaviske Sprogstudier/Scandinavian Studies in Language, 12(1), 1-29. https://tidsskrift.dk/sss/article/view/130066/175839
Tannert, M. (2023). Skriftsproglig udvikling i grundskolens danskfag: Et korpusbaseret studie af elevtekster fra 5.-9. klassetrin. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aulsps-e.466
Tannert, M., Kabel, K. & Bendixen, S. F. (2025). Elevers metasproglige repertoire om egne tekster i danskfaget. In W. Collin, I. S. Hansen, T. T. Hougaard & K. Schriver (Eds.), Møde om Udforskningen af Dansk Sprog (Vol. 20, pp. 373-387). Aarhus Universitetsforlag. https://projekter.au.dk/fileadmin/projekter/Muds.dk/rapporter/Muds20.pdf
Tamborg, A. L., Elicer, R. & Spikol, D. (2022). Programming and computational thinking in mathematics education: An integration towards AI awareness. KI - Kunstliche Intelligenz, 36(1), 73-81. https://doi.org/10.1007/s13218-021-00753-3
Tamborg, A. L., Elicer, R., Misfeldt, M. & Jankvist, U. T. (2022). Computational thinking in Denmark from an anthropological theory of the didactic perspective. In C. Fernández, S. Llinares, Á. Gutiérrez & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: ´ (Vol. 4, pp. 91-98). PME. https://web.ua.es/en/pme45/documents/proceedings-pme45-vol4.pdf
Tamborg, A. L. & Elicer, R. (2022). Computational thinking og matematik - erfaringer fra et igangværende forskningsprojekt. Matematik: tidsskrift for regne- og matematiklærere, 50(3), 4-9.
Tamborg, A. L., Jankvist, U. T. & Misfeldt, M. (2022). Comparing programming and computational thinking with mathematical digital competencies from an implementation perspective. In U. T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand & M. Thomsen (Eds.), Proceedings of the 15th international conference on technology in mathematics teaching (ICTMT 15): Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology (pp. 298–305). Danish School of Education, Aarhus University. https://doi.org/10.7146/aul.452
Tamborg, A. L., Elicer, R., Bråting, K., Geraniou, E., Jankvist, U. T. & Misfeldt, M. (2024). The Politics of Computational Thinking and Programming in Mathematics Education: Comparing Curricula and Resources in England, Sweden, and Denmark. In B. Pepin, G. Gueudet & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education: Springer International Handbooks of Education (pp. 1367-1392). Springer. https://doi.org/10.1007/978-3-030-95060-6_55-1
Svarstad, L. (2014). Tidlig sprogstart: en mulighed for styrkelse af den interkulturelle dimension? Sprogforum, (58), 7-12. Article 1.
Svarstad, L. (2015). Exploring an intersectional approach to intercultural competence with 14-year-old students. Abstract from IALIC 2015, Beijing, China.
Svarstad, L. (2015). Cultural Studies og kritisk diskursanalyse i 8. klasse. In Kritisk sprog- og kulturpædagogik (pp. 28-36). Aarhus Universitetsforlag.
Svarstad, L. & Ulriksen, L. (2015). Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk. In Kritisk sprog- og kulturpædagogik (pp. 70-78). Aarhus Universitetsforlag.
Svarstad, L. (2016). Teaching interculturality: developing and engaging in pluralistic discourses in English language teaching. DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/phdafhandlinger/Lone_Krogsgaard_Svarstad_PhD.pdf
Strand, T. & Huggler, J. (Eds.) (2016). Kosmopolitisme og realisme. Studier i Pædagogisk Filosofi, 4(2). http://ojs.statsbiblioteket.dk/index.php/spf/issue/view/3380
Stovgaard, M., Thorborg, M. M. R., Kragelund, K. H., Andersen, B. V. & Wistoft, K. (2018). Rammer for mad og måltider i skolen: Et interventionsstudie af skolemad og måltidsrammer som betydningselement for elevers læringsforudsætninger, sundhed og trivsel. DCA - Nationalt Center for Fødevarer og Jordbrug. DCA rapport No. 137 http://web.agrsci.dk/djfpublikation/djfpdf/DCArapport137_5.pdf
Stovgaard, M. & Christensen, J. H. (2019). Undervisningsmateriale - Kend din mad: Et forløb omkring smag og sanser.
Stovgaard, M. (2019). Reflecting on Integration Approaches: A Mixed Methods Study of Students’ Goal Orientations and Targeted Teaching in School . Abstract from Mixed Methods Research Conference , Trinidad, Trinidad and Tobago.
Stovgaard, M. (2021). Didaktiske spor som grundlag for gentænkning af mål og deres rolle i undervisningen. In M. Carlsson & M. Stovgaard (Eds.), Almendidaktik : – udfordringer og åbninger (pp. 43-56). U Press.
Stovgaard, M. (2020). Gode rammer om skolemåltidet – som middel og som mål. Abstract from Dansk Sociologikongres 2020: Optimeringslogikker og forandringsprocesser: Konsekvenser for samfund og individer


, København NV, Denmark.
Stovgaard, M. (2019, Feb). Mål i undervisningen - didaktiske pejlemærker. https://emu.dk/grundskole/paedagogik-og-didaktik/didaktiske-tilgange/mikkel-stovgaard-maal-i-undervisningen
Stovgaard, M., Christensen, J. H., Clark, A. & Wistoft, K. (2021). Smagsdidaktik i fag og formidling: Effektfuldhedsundersøgelser af undervisning og events med smag som omdrejningspunkt. Smag for Livets Forlag.
Stovgaard, M. (2021). Teaching Sensory Science: The Effectiveness of a Teaching Programme for Culinary Professionals. Abstract from The Eleventh International Conference on Food Studies.
Stovgaard, M. (2023). Didaktisk evaluering: Perspektiver på udvikling af en meningsfuld, evalueringsinformeret undervisningspraksis. Sammenlignende Fagdidaktik, 2023(7), 171-186. https://doi.org/10.7146/sammenlignendefagdidaktik.v2023i7.138208
Stovgaard, M. (2022). Uddannelsesforskningens effektfuldhed: En drøftelse af forholdet mellem uddannelsesforskning og didaktisk praksis. In J. Christensen & L. Qvortrup (Eds.), Kausalitet og effektfuldhed: i pædagogisk forskning og praksis (pp. 217-253). Aarhus Universitetsforlag.
Stovgaard, M. (2022). Forskeren som brobygger mellem forskning og praksis. Asterisk (magasin), 2022(102).
Stovgaard, M., Laursen, P. F., Højgaard, T. & Andresen, B. B. (2024). Folkeskolens mål skal være meningsfulde - ikke mindst for lærerne. Dagbladet Information. https://www.information.dk/debat/2024/08/folkeskolens-maal-vaere-meningsfulde-mindst-laererne

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Revised 16.04.2026
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Lisbeth Hartmann