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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Ugilt, R. (2016). Безмерность Гегеля. Stasis, 4(2), 210-231. http://stasisjournal.net/images/stasis_2016_2/stasis_2_2016_site.pdf
Bremholm, J. & Kabel, K. (2022). Young students' early writing development in a primary school context. Abstract from ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cyprus.
Gerster Johansen, S. (2023). Young Learners Experiencing the World through Data Modeling. In G. Burrill, L. D. O. Souza & E. Reston (Eds.), Research on Students’ Interactions with Data in Teaching Statistics Springer. https://doi.org/10.1007/978-3-031-29459-4_12
Bremholm, J. & Kabel, K. (2024). Young children’s textual worlds: Topics and emergent genres in students’ early writing. Abstract from ARLE IFTE conference (14th ARLE conference) (online), Melbourne, Australia. https://arle.conference-system.com/reports/abstract?id=3068
Olsen, A.-M. E. (2022). Ynde og sportens magi. Baggrund. https://baggrund.com/2022/08/21/ynde-og-sportens-magi/
Olsen, A.-M. E. (2022). Ynde og sportens magi. Baggrund.
Kabel, K. (2021). Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 27, 1-27. https://doi.org/10.17239/L1ESLL-2021.21.02.09
Huggler, J., (Trans.) (2021). W. v. Humboldt "Teorien om menneskets dannelse. Et fragment". In L. Cone (Ed.), Pædagogikkens fundamenter: 25 tekster om opdragelse og undervisning (pp. 64-70). Hans Reitzels Forlag.
Heger, S. (2023). Writing Matters - child writers in the ecologies of childhood. Paper presented at 26th Biennal IRSCL Congress , Santa Barbara, California, United States.
Kabel, K. & Bremholm, J. (2022). Writing Instruction and Writing Research in Denmark. Composition Studies, 49(3), 150-154. https://compstudiesjournal.com/current-issue-fall-2021-49-3/
Bruun, P. S. (2023). ”Worlds become in sound” a study in the phenomenology of music creation, being and pedagogic processes of Bildung. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Søndergaard, B. D., Hansen, S., Scharup, J., Lindenskov, L. B. & Justesen, F. (2025). Working in a problem-based manner with mathematics and crafts gives meaning to mathematics at Danish vocational schools. In J. Chen, L. Smith, Y. B. Abouarabi, K. Wolff, Z. Simpson & A. Guerra (Eds.), Anchoring conversations (IRSPBL 2025) (pp. 654-661). Aalborg University Open Publishing. https://doi.org/10.54337/irspbl-2025
Schilhab, T. (2015). Words as cultivators of others minds. Frontiers in Psychology, (6). https://doi.org/10.3389/fpsyg.2015.01690
Jøker Bjerre, H., Hansen, B. B., Ugilt, R., Porsgaard, K. & Thykjær, S. (2016). Woohoo. Dagbladet Information.
Schilhab, T. & Esbensen, G. L. (2025). Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness. Frontiers in Psychology, 16, Article 1523831. https://doi.org/10.3389/fpsyg.2025.1523831
Scholl, D., Völschow, Y., Anders, D., Küth, S., Warrelmann, J.-N., Kleinknecht, M., Prilop, C. N. & Weber, K. E. (2022). Wie kann die professionelle Refexion von angehenden Lehrer*innen digital gefördert werden? Chancen und Grenzen neuer Tools in der Lehrer*innenbildung. In Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung (pp. 185-203). Julius Klinkhardt. https://doi.org/10.25656/01:25410
Grønhøj, E. O., Smith, E. & Bundsgaard, J. (2025). Why do so few girls aspire for a technology career? The role of social influence, motivational factors, and stereotypes. Social Psychology of Education, 28(1), Article 152. https://doi.org/10.1007/s11218-025-10084-y
Petersen, K. B. (2023). Why do (long-serving) teachers stay in high-risk schools? Abstract. Abstract from ISfTE 2023 - Bhutan, Paro, Bhutan.
Petersen, K. B. (2022). Why do (experienced) teachers stay in their profession?. Abstract from NERA Conference Reykjavik, 2022, Reykjavik, Iceland. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf
Petersen, K. B. (2024). Why does a teacher remain at a high-risk school? Reflections on ethics and teaching quality in a culturally diverse and socioeconomically disadvantaged school in Denmark. 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. 143-160). Routledge. https://doi.org/10.4324/9781003407775-12
Nielsen, C. F. & Hartz, E. (2018). Why be just? the problem of motivation in Hegel and Rawls. Ratio Juris, 31(3), 326-345. https://doi.org/10.1111/raju.12219
Jankvist, U. T. & Geraniou, E. (2021). “Whiteboxing” the content of a formal mathematical text in a dynamic geometry environment. Digital Experiences in Mathematics Education, 7(2), 222-246. https://doi.org/10.1007/s40751-021-00088-6
Østergaard, M. K. & Jankvist, U. T. (2022). When researcher and teacher talk past each other: an IR analysis. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 4173-4180). ERME and Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf
Østergaard, M. K. (2022). When beliefs about oneself hinder the development of beliefs about mathematics as a discipline. In Bringing Nordic mathematics education into the future (pp. 273) http://matematikdidaktik.org/wp-content/uploads/1672/22/17_NORMA_20_proceedings.pdf
Bach, C. C. & Bikner-Ahsbahs, A. (2022). When a digital tool guides mathematical communication. 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. 224-231). Danish School of Education, Aarhus University. https://doi.org/10.7146/aul.452
Ahl, L. M., Jankvist, U. T., Prytz, J. & Ratnayake, I. G. (2025). What works? Implementing innovations on small, medium and large scale. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14) (pp. 3845-3852). European Society for Research in Mathematics Education. https://scientificnet.sharepoint.com/sites/CERME14/Shared%20Documents/Forms/AllItems.aspx?viewid=5214e03d%2D9971%2D496f%2D9672%2D7a277b8a0a2c&id=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings%2FProceedingCerme14%5F20251203%2Epdf&parent=%2Fsites%2FCERME14%2FShared%20Documents%2FCERME14%20Proceedings
Jankvist, U. T., Aguilar, M. S., Misfeldt, M. & Koichu, B. (2021). What to replicate? Implementation and Replication Studies in Mathematics Education, 1(2), 141-153. https://doi.org/10.1163/26670127-01010015
Wieser, C. (2019). What teachers do to develop expertise: A personal knowledge perspective. Paper presented at The Danish School of Education Spring Symposium , Aarhus, Denmark.
Fougt, S., Bremholm, J. & Buch, B. (2020). What learning materials reveal about Danish L1 as a school subject. Background, methods and results from a collaborative mixed methods study on learning materials in Danish L1 education. L1-Educational Studies in Language and Literature, 20(20), 1-23. https://doi.org/10.17239/L1ESLL-2020.20.02.04
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
Smedegaard Ernst Bengtsen, S. (2021). What is the meaning of societal impact? A discussion of the future sustainability of the PhD . 1-4. Paper presented at (Re)connecting, (Re)building: Higher Education in Transformative Times.
Knudsen, L. E. D. (2017). What is Open School?. 1. Abstract from Seminar Series, Vancouver, Canada.
Skov, S. (2022). What is Impact? Humanities PhD Supervisors Negotiating the Imperative of Impact in Danish Doctoral Education. Abstract from Society for Research into Higher Education (SRHE) 2022: Mobilities in Higher Education.
Hyldgaard, K. (2021). What is called thinking? – According to Heidegger and psychoanalysis. Lamella – Tidsskrift for teoretisk psykoanalyse, 5(6), 144-159.
Prytz, J., Ahl, L. M. & Jankvist, U. T. (2022). What is a successful implementation in mathematics education? On sustainable innovations and the role of textbooks. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 4189-4196). ERME and Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf
Jankvist, U. T., Misfeldt, M. & Aguilar, M. S. (2019). What happens when CAS-procedures are objectified? the case of "solve" and "desolve". Educational Studies in Mathematics, 101(1), 67-81. https://doi.org/10.1007/s10649-019-09888-5
Misfeldt, M., Jankvist, U. T., Aguilar, M. S. & Koichu, B. (2023). What happens after implementation? ‘Post-implementation’ as framing of implementation research in mathematics education. Implementation and Replication Studies in Mathematics Education, 3(1), 1-13. https://doi.org/10.1163/26670127-02012025
Bundsgaard, J., Hanghøj, T., Nielsen, B. L. & Skott, C. K. (2026). What goes on in science, Danish and mathematics teaching? A quantitative Q-method-inspired study of teachers’ and students’ experiences of subject-specific practices. Scandinavian Journal of Educational Research. Advance online publication. https://doi.org/10.1080/00313831.2026.2623280
Falk, J., Kannabiran, G. & Hansen, N. B. (2021). What do hackathons do? Understanding participation in hackathons through program theory analysis. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-6). Article 147 Association for Computing Machinery. https://doi.org/10.1145/3411764.3445198
Blomhøj, M. & Brown, M. (1998). What criteria should be used to evaluate results of research in mathematics education? report from working group 5, ICMI study conference in Washington DC, May 1994. In A. Sierpinska & J. Kilpatrick (Eds.), Matehamtics education as a research domain: a search for identity Kluwer Academic Publishers.
Nørgård, R. T. (2022). What comes after the ruin? Designing for the arrival of preferable futures for the university. In S. S. E. Bengtsen & R. E. Gildersleeve (Eds.), Transformation of the University: Hopeful Futures for Higher Education (pp. 156-174). Routledge. https://doi.org/10.4324/9781003102922-14
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
Hyldgaard, K. (2020). What causes education? In T. Strand (Ed.), Rethinking ethical-political education (pp. 251-261). Springer.
Mansour, N. & Martin, M. H. (2020). What can danish multicultural children’s literature and african american children’s literature learn from each other? Literary histories in dialogue. Barnboken, 43, 1-25. https://doi.org/10.14811/clr.v43i0.503
Nørgård, R. T. (2022). Well-being through educational development for playfulness. 2. Abstract from ICED 2022 - International Consortium for Educational Development, Aarhus, Denmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/F000F556-B4B4-EC11-84B2-00155D0B0901.pdf
Smedegaard Ernst Bengtsen, S., Leth Andersen, H., Szulevicz, T., Nørgård, R. T., Bearman, M., Ajjawi, R. & Pedersen, L. T. (2022). Wellbeing in higher education: From behavioural control to community building. Abstract from ICED 2022 - International Consortium for Educational Development, Aarhus, Denmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/EAF8CD82-1FCA-EC11-84B2-00155D0B0901.pdf
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.
Ejersbo, L. R., Graversen, T. & Misfeldt, M. (2025). We have a dream: Er det muligt, at nogle logiske navne på talordene kan være med til at gavne levernes forståelse og viden om 10 talssystemet? Matematik: tidsskrift for regne- og matematiklærere, (5), 4-8. Article 1.
Skyggebjerg, A. K. (2015). War in Contemporary Danish Children's Literature. Paper presented at The 22nd biennial congress of IRSCL, Worcester, United Kingdom.
Wallace, J. & Knudsen, L. E. D. (2023). Walking towards a method for multi-sited drawing. In J. Roldan, R. M. Viadel, M. Mosavarzadeh, K. Morimoto & R. L. Irwin (Eds.), Visual Methods, A/r/tography and Walking (pp. 144-159). Tirant Lo Blanch.

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Revised 16.04.2026
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Lisbeth Hartmann