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Gilliam, L. (2022). "This society has taken me": Intensive parenting and fragile belonging among second-generation minority Danish parents. Genealogy, 6(3), [63]. https://doi.org/10.3390/genealogy6030063

Vertelyté, M. (2022). 'Why are they not friends?': Unpacking Youth Racialization in Denmark. Nordic Journal of Social Research, 13(1), 10-22. https://doi.org/10.18261/njsr.13.1.2

Brandi, U. & Sprogøe, J. (2022). A Nordic approach to the learning organization and organizational learning. The Learning Organization, 29(3), 205-214. https://doi.org/10.1108/TLO-04-2022-279

Peifer, C., Wolters, G., Harmat, L., Heutte, J., Tan, J., Freire, T., Tavares, D., Fonte, C., Andersen, F. Ø., van den Hout, J., Simlesa, M., Pola, L., Ceja, L. & Triberti, S. (2022). A Scoping Review of Flow Research. Frontiers in Psychology, 13, [815665]. https://doi.org/10.3389/fpsyg.2022.815665

Kabel, K., Christensen, M. V. & Brok, L. S. (2022). A focused ethnographic study on grammar teaching practices across language subjects in schools. Language, Culture and Curriculum, 35(1). https://doi.org/10.1080/07908318.2021.1918144

Kabel, K., Bremholm, J. & Bundsgaard, J. (2022). A framework for identifying early writing development. Writing & pedagogy, 13(1-3), 51-87. https://doi.org/10.1558/wap.21467

Smedegaard Ernst Bengtsen, S. & McAlpine, L. (2022). A novel perspective on doctoral supervision: Interaction of time, academic work, institutional policies, and lifecourse. Learning and Teaching, 15(1), 21-45. https://doi.org/10.3167/latiss.2022.150103

Bremholm, J., Kabel, K., Liberg, C. & Skar, G. B. U. (2022). A review of Scandinavian writing research between 2010 and 2020. Writing & pedagogy, 33(1-3), 7-49. https://doi.org/10.1558/wap.21637

Smedegaard Ernst Bengtsen, S., Nørgård, R. T. & Barnett, R. (2022). A university of culture or a university for culture?. 6-6. Abstract from Philosophy and Theory of Higher Education Conference, Uppsala, Sweden.

Smedegaard Ernst Bengtsen, S. (2022). Academic knowledge as culture building. 7-7. Abstract from Philosophy and Theory of Higher Education Conference, Uppsala, Sweden.

Larsen, S. N. (2022). Agamben trækker fascismekortet. Information, Sektion 2, 26-26.

Larsen, B. R. (2022). At tage plads i andres kulturhistoriske helligdom: En "udflyttet" statslig arbejdsplads flytter ind i Nakskov Rådhus. Kulturstudier, 13(1), 62-97. https://doi.org/10.7146/ks.v13i1.132890

Gilliam, L. (2022). Being Muslim 'without a fuss': Relaxed religiosity and conditional inclusion in the Danish school and society. Ethnic and Racial Studies, 45(6), 1096-1114. https://doi.org/10.1080/01419870.2021.1971733

Ghandchi, N. (2022). Beyond individual language brokering: Family literacy brokering. Linguistics and Education, 71, [101077]. https://doi.org/10.1016/j.linged.2022.101077

Pedersen, L. D. (2022). Bløde forandringstrin som indgangsdør til meningsfuld bevægelsesleg. Kirken Underviser, 2022(1), 16-17. [5]. https://readymag.com/u93070907/3339665/12/

Rasmussen, P. (2022). Boys’ affective engagement with nudes of female peers: Navigating erotic and romantic dilemmas and possibilities. Nordisk Tidsskrift for Ungdomsforskning, 3(1), 109-128. https://doi.org/10.18261/ntu.3.1.8

Blackburn, A., Vestergreen, S. & COVIDiSTRESS global survey II (2022). COVIDiSTRESS diverse dataset on psychological and behavioural outcomes one year into the COVID-19 pandemic. Scientific Data, 9, [331]. https://doi.org/10.1038/s41597-022-01383-6

Gilliam, L. & Gulløv, E. (2022). Children as Potential: A Window to Cultural Ideals, Anxieties and Conflicts. Children's Geographies, 20(3), 311-323. [5]. https://doi.org/10.1080/14733285.2019.1648760

Christensen, J. H. & Wistoft, K. (2022). Children’s cookbooks – learning by using recipes, cooking experiments and taste competence. Health Education Journal, 81(4), 375-386. https://doi.org/10.1177/00178969221082387

Bang, J. C., Bundsgaard, J. & Lindø, A. V. (2022). Climate change and new life conditions imply transformation of our cultural orders: A Dialectical Eco-linguistic contribution to an eco-civilized development. Ecolinguística: Revista brasileira de ecologia e linguagem (ECO-REBEL), 8(1), 4-18. https://periodicos.unb.br/index.php/erbel

Holflod, K. (2022). Co-Creating Playful Learning Designs for Interprofessional Higher Education: Dialogic Perspectives on Design-Based Research. In D. Lockton, S. Lenzi, P. Hekkert, A. Oak, J. Sádaba & P. Lloyd (Eds.), Proceedings of DRS2022 Bilbao Design Research Society. https://doi.org/10.21606/drs.2022.282

Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Coda: Trust and Vision. In S. Bengtsen & R. Gildersleeve (Eds.), Tranformation of the University : Hopeful Futures for Higher Education (pp. 175-178). Routledge. World Issues in the Philosophy and Theory of Higher Education Vol. 1 No. 1 https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Bruun, M. H. & Hasse, C. (2022). Communities, Collectives and Categories. In M. Bruun, A. Wahlberg, R. Douglas-Jones, C. Hasse, K. Høyer, D. B. Kristensen & B. R. Winthereik (Eds.), The Palgrave Handbook of the Anthropology of Technology (pp. 381-398). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_19

Madsen, M. (2022). Competitive/comparative governance mechanisms beyond marketization: A refined concept of competition in education governance research. European Educational Research Journal, 21(1), 182-199. https://doi.org/10.1177/1474904120958922

Caeli, E. N. (2022). Computational Thinking in Compulsory Education: Why, What, and How? A Societal and Democratic Perspective. Aarhus Universitet. http://www.caeli.dk/phd/

Dohn, N. B. & Nørgård, R. T. (2022). Computational thinking in higher education: a framework for mapping and developing learning activities. In R. Sharpe, S. Bennett & T. Varge-Atkins (Eds.), Handbook of Digital Higher Education (pp. 65-83). Edward Elgar Publishing.

Moos, L. (2022). Contracts in governance. In N. S. K. Pang & P. W. K. Chan (Eds.), School Governance in Global Contexts: Trends, Challenges and Practices (pp. 21-36). Routledge.

Sørensen, A. (2022). Critical theory, immanent critique and neo-liberalism. Reply to critique raised in Copenhagen. Philosophy and Social Criticism, 48(2), 184-208. https://doi.org/10.1177/01914537211059506

Hammershøj, L. G. (2022). Dannelse gennem leg, humor og fantasi. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 42(122), 31-43.

Rømer, T. A. (2022). Dansk pædagogisk filosofi. In Pædagogikhåndbogen : seks tilgange til pædagogik (2. ed., pp. 157-171). Hans Reitzels Forlag.

Anderson, S. D. (2022). Das „verdeckte“ Curriculum. In C. Markom & J. Tosic (Eds.), Einführung in die Bildungsanthropologie: Ein Lehrbuch (pp. 205-209). new academic press.

Haastrup, L. (2022). De "rigtige" grøntsager. In L. Holm & S. Tange Kristensen (Eds.), Mad, mennesker og måltider: samfundsvidenskabelige perspektiver (3 ed., pp. 261-278). Munksgaard .

Kragh-Müller, G. (2022). Den voksnes rolle i udviklingen af børns sociale relationer. In Fri for mobberi: faghæfte 0-3 år Mary Fonden.

Bjerre, J. (2022). Der er en mening med galskaben på landets akademier. Berlingske Tidende. https://www.berlingske.dk/kommentarer/der-er-en-mening-med-galskaben-paa-landets-akademier

Bülow, M. W. (2022). Designing synchronous hybrid learning spaces: Challenges and opportunities. In I. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (Eds.), Hybrid Learning Spaces (1 ed., pp. 135-163). Springer. Understanding Teaching-Learning Practice https://doi.org/10.1007/978-3-030-88520-5_9

Larsen, S. N. (2022). Det gælder om ikke at forstå for hurtigt. Information, Sektion 3, 14-14.

Højgaard, T. & Hansen, R. (2022). Didactical modelling – an outline of a research methodology. International Journal of Mathematical Education in Science and Technology, 53(7), 1770-1786. https://doi.org/10.1080/0020739X.2020.1844908

Shumar, W., Robinson, S. & Thestrup, K. (2022). Digital Technology and the University: Promises and Pitfalls. 1-2. Abstract from Philosophy and Theory of Higher Education Conference, Uppsala, Sweden.

Fougt, S. (2022). Digital kommunikation. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog (pp. 85-92). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C. ... Gourlay, L. (2022). Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 4(2), 271-329. https://doi.org/10.1007/s42438-021-00259-z

Smith, E. & Andersen, I. G. (2022). Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students? Socius, 8. https://doi.org/10.1177/23780231221105378

Heiden, T. & Gissel, S. T. (2022). Drama. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Nielsen, G. B. & Mangor, I. G. (2022). Economies of Coworking: Sharing, Exchanging, and Buying as Acts of Commoning. Anthropology of Work Review, 43(1), 16-25. http://10.1111/awr.12232

Löfström, J. & Wiberg, M. (2022). Editorial: Teaching and learning ethics in the Humanities and social Science school subjects. Nordidactica - Journal of Humanities and Social Science Education, 12(2), i-iv. https://journals.lub.lu.se/nordidactica/article/view/24298/21487

Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). En bog til nye lærere: indledning. In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (Eds.), Overlevelsesguide for nye lærere (pp. 9-11). Dafolo.

Hyldgaard, K. (2022). En nihilistisk pædagogik? Eftertryk. https://www.eftertrykket.dk/2022/01/12/en-nihilistisk-paedagogik/

P. van Tonder, G., M. Kloppers, M., Grosser, M. M. & Knoop, H. H. (Ed.) (2022). Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education. Frontiers of Psychology: Positive Psychology , 12, [789194]. https://doi.org/10.3389/fpsyg.2021.789194

Christensen, J. H. (2022). Enhancing Mixed Methods pragmatism with systems theory: Perspectives from educational research . Systems Research and Behavioral Science, 39(1), 104-115. https://doi.org/10.1002/sres.2751

Larsen, S. N. (2022). Et fuldtonet filosofisk forsvar for mennesket. Information, Sektion 2 , 26-26.

Broström, S. (2022). Et modigt læringsmiljø. In S. Broström & K. Mellon (Eds.), Mod i pædagogikken (pp. 67-95). Akademisk Forlag.

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Revised 09.06.2022

Knud Holt Nielsen