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Roien, L. A., Graugaard, C. & Simovska, V. (2022). From Deviance to Diversity: Discourses and Problematisations in Fifty Years of Sexuality Education in Denmark. Sex Education: Sexuality, Society and Learning, 22(1), 68-83. https://doi.org/10.1080/14681811.2021.1884060

Larsen, S. N. (2021). "Den rigest mulige vekselvirkning...". Dansk, (2), 6-9. https://dansklf.dk/grundskolen/tidsskriftet_dansk/l%C3%A6s_tidligere_udgaver/dansk_2021/l%C3%A6s_dansk_2021

Gilliam, L. (2021). "Sej er jeg ikke længere": Minoritetsdanske drenge og lysten til skolen. Dansk Pædagogisk Tidsskrift, (2). https://dpt.dk/temanumre/2021-2/sej-er-jeg-ikke-laengere-minoritetsdanske-drenge-og-lysten-til-skolen/

Trasmundi, S. B., Kokkola, L., Schilhab, T. & Mangen, A. (2021). A Distributed Perspective on Reading: Implications for Education. Language Sciences, 84, [101367]. https://doi.org/10.1016/j.langsci.2021.101367

Laursen, R. (2021). A Sociological Investigation of Governance through a Mandatory Learning Management System and Practice in Danish Primary and Lower Secondary Schools. Aarhus Universitet. https://doi.org/10.7146/aul.426

Skovhus, R. B. & Poulsen, B. K. (2021). A broader educational and vocational outlook in compulsory education has consequences for social justice. International Journal for Educational and Vocational Guidance, 21(2), 465-480. https://doi.org/10.1007/s10775-021-09468-1

Slutsky, R., Kragh-Müller, G., Rentzou, K., Tuul, M., Gol-Guven, M., Foerch, D. & Paz-Albo, J. (2021). A cross-cultural study on technology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play. Early Child Development and Care, 191(5), 713-725 . https://doi.org/10.1080/03004430.2019.1645135

Brøgger, K. (2021). A specter is haunting European higher education: the specter of neo-nationalism. In V. Bozalek, M. Zembylas, S. Motala & D. Hölscher (Eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (pp. 63-75). Routledge. https://www.routledge.com/Higher-Education-Hauntologies-Living-with-Ghosts-for-a-Justice-to-come/Bozalek-Zembylas-Motala-Holscher/p/book/9780367527846

Petersen, K. B., Byrd, D. & Mower, D. (2021). About this issue - from the Editors. Journal of the International Society for Teacher Education, 25(1), 5-8. [1]. https://isfte.org/index.php/2021/07/12/jiste-25-1-diverse-aspects-on-education-perspectives-from-the-world/

Østergaard, M. K. & Skyggebjerg, A. K. (2021). Abstrakt matematik i et børneperspektiv. Viden om Literacy, 30, 50-58. https://www.videnomlaesning.dk/media/3972/30.pdf

Larsen, S. N. (2021). Afvisning, ydmygelse og taknemmelighedsgæld. Forskerforum, (347), 26-27.

Seland, I., Huang, L., Arensmeier, C., Bruun, J. & Löfström, J. M. (2021). Aims of citizenship education across Nordic countries: Comparing school principals' priorities in citizenship education 2009-2016. In H. Biseth, B. Hoskins & L. Huang (Eds.), Northern Lights on Civic and Citizenship Education: : A Cross-national Comparison of Nordic Data from ICCS (pp. 43-63). Springer. IEA Research for Education Vol. 11

Kristensen, J. E., Fristrup, T. & Larsen, S. N. (2021). Akademisk dannelse - en ode til et skrinlagt initiativ, der blev kvalt i læring. Forskerforum, (343), 26-27. https://www.forskerforum.dk/media/40323/forskerforum-nr-343.pdf

Sørensen, A. (2021). Aliénation, Entfremdung – and Alienation: Hegel’s Solidary Displacement of Diderot. Filozofija i društvo, 32(4), 589–628. https://doi.org/10.2298/FID2104589S

Laursen, P. F. (2021). Almendidaktikbegrebet: i skoleperspektiv. In M. Carlsson & M. Stovgaard (Eds.), Almendidaktik: udfordringer og åbninger (pp. 29-41). U Press.

Normand, R., Moos, L., Liu, M. & Tulowitzki, P. (2021). An International Comparison of Cultural and Social Foundations of Educational Leadership. In R. Normand, L. Moos, M. Kiu & P. Tulowitzki (Eds.), The Cultural and Social Foundations of Educational Leadership: An International Comparison (pp. 3-21). Springer. European Educational Research Journal Vol. 16 https://link.springer.com/chapter/10.1007/978-3-030-74497-7_1

Jankvist, U. T., Rørbech, H. & Bremholm, J. (2021). An interdisciplinary rendezvous between mathematics and literature: Reflections on beauty as a perspective in comparative disciplinary didactics and a thematic approach to interdisciplinary work in upper secondary school. Journal of Humanistic Mathematics, 11(2), 123-147. https://doi.org/10.5642/jhummath.202102.06

Grumløse, S. P. & Hedegaard-Sørensen, L. (2021). Analyser i flere lag: observation og interview. In H. Møller, M. E. Jensen, V. Schrøder & A. Søndergaard Gregersen (Eds.), Kvalitative undersøgelser i læreruddannelsens BA-projekt.: Inspiration fra praksisnær skoleforskning. (pp. 145-156). Samfundslitteratur.

Kragh-Müller, G. (2021). Anerkendelse i den professionelle relation i pædagogisk praksis. In K. K. B. Dahl (Ed.), Professionspsykologi (pp. 235-258). Aarhus Universitetsforlag.

Bruun, M. H. & Jöhncke, S. (2021). Antropologi ud af boksen: tværfaglighed som vilkår og udviklingsrum. In H. Mogensen & S. Jöhncke (Eds.), Antropologien på arbejde: en grundbog om den antropologiske kunnen (pp. 165-172). Samfundslitteratur.

Brandi, U. & Iannone, R. L. (2021). Approaches to learning in the context of work: Workplace learning and human resources. Journal of Workplace Learning, 33(5), 317-333. https://doi.org/10.1108/JWL-01-2020-0015

Ejersbo, L. R. (2021). Arbejdshukommelse og matematikundervisning. In M. W. Andersen & P. Weng (Eds.), Håndbog om matematik i grundskolen : læring, undervisning og vejledning (2. ed., pp. 98-125). Dansk Psykologisk Forlag.

Broström, S. & Frøkjær, T. (2021). At arbejde pædagogisk med bæredygtighed. Tidsskriftet 0-14, 31 (2), 86-89. [17].

Petersen, K. A. & Høyen, M. (2021). At arbejde teoretisk og refleksivt med empiri–set gennemet Bourdieu-perspektiv. Praxeologi - Et kritisk refleksivt blikk på sosiale praktikker, 3. https://doi.org/10.15845/praxeologi.v3i0.3371

Kabel, K. (2021). At spørge og at undersøge: med afsæt i interesse, viden og nysgerrighed. In Kvalitative undersøgelser i læreruddannelsens BA-projekt: Inspiration fra praksisnær skoleforskning (pp. 59-72). Samfundslitteratur.

Lieberkind, J. (2021). At være og blive en samfundsborger. In J. Lieberkind & J. Bruun (Eds.), De unge borgere: mellem demokratisk og politisk dannelse (pp. 15-25). Aarhus Universitetsforlag.

Skovlund, H. & Larsen, N. L. (2021). Bandekriminalitet, tilbagefald og Identitetskonflikter: Et kritisk syn på Exit-programmer. Tidsskrift for Socialpædagogik, 24(2), 85-97. [2].

Coninck-Smith, N. D. (2021). Barndom i bevægelse. In M. Dael, J. Helmer-Petersen & B. Juncker (Eds.), Børnekultur i Danmark 1945-2020 (pp. 20-41). Gad.

Dahl, K. K. B. (2021). Becoming Somebody in Teacher Education: Person, Profession and Organization in a Global Southern Context. Routledge. Routledge Research in Teacher Education https://doi.org/10.4324/9781003005353

Møbius Sørensen, T. (2021). Befriende ungdomsfortællinger: Om unges bevægelse gennem det sociale arbejdes landskab. Nordiske Udkast, 49(1), 52-60.

Skadegård, M. C. & Horst, C. (2021). Between a rock and a hard place: a study of everyday racism, racial discrimination, and racial microaggressions in contemporary Denmark. Social Identities, 27(1), 92-113. https://doi.org/10.1080/13504630.2020.1815526

Dovigo, F. (2021). Beyond the vulnerability paradigm: fostering inter- professional and multi-agency cooperation in refugee education in Italy. International Journal of Inclusive Education, 25(2), 166-181. https://doi.org/10.1080/13603116.2019.1707301

Lund-Larsen, M., Jørgensen, S. & Andresen, B. B. (2021). Blended Learning-frem mod en ny normal på ungdomsuddannelserne. Læring og medier (LOM), 14(24). https://doi.org/10.7146/lom.v14i24.125678

Sortkær, B., Smith, E., Reimer, D., Oehmcke, S. & Andersen, I. G. (2021). Both sides of the story: Comparing student-level data on reading performance from administrative registers to application generated data from a reading app. EPJ Data Science, 10, [44]. https://doi.org/10.1140/epjds/s13688-021-00300-y

Wahlgren, B. & Aarkrog, V. (2021). Bridging the gap between research and practice: How teachers use research-based knowledge. Educational Action Research, 29(1), 118-132. https://doi.org/10.1080/09650792.2020.1724169

Rasmussen, L. R. (2021). Building Pedagogies. A historical study of teachers’ spatial work in new school architecture. Education Inquiry, 12(3), 225-248. https://doi.org/10.1080/20004508.2020.1857495

Broström, S. (2021). Børn lærer når de leger. Skolestart, (4), 27-29.

Lund, H. R. & Skyggebjerg, A. K. (2021). Børns læselyst: En forskningsoversigt. Aarhus Universitetsforlag. Pædagogisk Indblik Vol. 13 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Boerns_laeselyst/13_-_Boerns_laeselyst_-_04-11-2021.pdf

Jankvist, U. T., Dreyøe, J., Geraniou, E., Weigand, H-G. & Misfeldt, M. (2021). CAS from an assessment point of view: Challenges and potentials. In A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová & H-G. Weigand (Eds.), Mathematics Education in the Digital Age: Learning Practice and Theory (pp. 99-120). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781003137580/mathematics-education-digital-age-alison-clark-wilson-ana-donevska-todorova-eleonora-faggiano-jana-trgalov%C3%A1-hans-georg-weigand

Bormann, I., Brøgger, K., Lazarová, B. & Pol, M. P. (2021). COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems. European Educational Research Journal, 20(5), 610–635. https://doi.org/10.1177/14749041211031356

Winther-Lindqvist, D. A. (2021). Caring well for children in ECEC from a wholeness approach – The role of moral imagination. Learning, Culture and Social Interaction, 30(Part B), [100452]. https://doi.org/10.1016/j.lcsi.2020.100452

Christensen, J. H., Bundsgaard, J. & Pettersson, M. (2021). Centrale resultater fra lærerspørgeskemaet. In It i skolen under coronapandemien: Resultater af ICILS Teacher Panel 2020 (pp. 45-60). https://unipress.dk/media/18517/115356_it-i-skolen_indhold_trim_.pdf

Larsen, S. N. & Fristrup, T. (2021). Centraliseret decentralisering. Forskerforum, (344), 26-27.

Wistoft, K., Qvortrup, L., Qvortrup, A. & Christensen, J. H. (2021). Children lost at home: difficulties during COVID-19 homeschooling in Denmark. International Journal of Home Economics, 14(2), 153‐164. https://www.ifhe.org/ejournal/ijhe-issues

Ahrenkiel, A., Holm, L. & Eilenberg, L. (2021). Children’s language use in ECEC in a child perspective. Ethnography and Education, 16(4), 420-436. https://doi.org/10.1080/17457823.2021.1943699

Bruun, J. (2021). Civic and Citizenship Education in Denmark 1999-2019: Discourses of Progressive and Productive Education. In B. Malak-Minkiewicz & J. Torney-Purta (Eds.), Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research across Countries and Regions (pp. 49-62). Springer.

Gulløv, E. & Kampmann, J. (2021). Civilisering af forældre - en del af børnehavens projekt? Dansk Pædagogisk Tidsskrift, 2021(4), [103]. https://dpt.dk/temanumre/2021-4/civilisering-af-foraeldre-en-del-af-boernehavens-projekt/

Sørensen, A. (2021). Classical Critical Theory, Epistemological Dialectics and General Economy: Reply to Criticism raised in Belgrade and Shanghai. Filozofija i društvo, 32(1), 40-64. https://doi.org/10.2298/FID2101040S

Wright, S. & Manley, J. (2021). Co-operative education: From Mondragón and Bilbao to Preston. In The Preston Model and Community Wealth Building: Creating a Socio-Economic Democracy for the Future (1st Edition ed., pp. 48-63). Taylor & Francis.

Nguyen, D., Pietsch, M. & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106, [103463]. https://doi.org/10.1016/j.tate.2021.103463

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