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Larsen, S. N. (2023). Opdraget. In S. Hermann & C. Holm (Eds.), Festskrift til en idéhistorisk opdrager – og opdager: Til Jens Erik Kristensen efter 40 år i universitetets tjeneste (pp. 141-149). DPU, Aarhus Universitet. https://doi.org/10.7146/aul.503

Moos, L. (2023). Operating in an Outcomes-Based and a Democratic Bildung Discourse. In M. Uljens (Ed.), Non-affirmative Theory of Education and Bildung (Vol. 20, pp. 285-302). Springer. https://doi.org/10.1007/978-3-031-30551-1

Grimm, J. A. (2023). Our body - our choice: or what it means to be a body. In De litterære folkehøringer : Giv naturen en stemme (pp. 278-284). Albertslund Bibliotek. https://albertslundbibliotek.dk/sites/albertslund.ddbcms.dk/files/files/news/de_litteraere_folkehoeringer.pdf

Grimm, J. A. (2023). Our body - our choice: eller hvad vil det sige at være en krop. In De litterære folkehøringer : Giv naturen en stemme (pp. 111-117). Albertslund Bibliotek. https://albertslundbibliotek.dk/sites/albertslund.ddbcms.dk/files/files/news/de_litteraere_folkehoeringer.pdf

Knoop, H. H. (2023). Our Unifying Struggle. In L. Bormans (Ed.), Happiness: The New World Book of Happiness (pp. 103.106). Uitgeverij Lannoo.

Hørning Hansen, S. (2023). Øvelse forøger vores evne til at lege. In H. Knudsen, J. E. Kristensen & J. B. Nielsen (Eds.), Leg på spil: i pædagogik og uddannelse (pp. 249-262). Akademisk Forlag.

Gjørding, M. R. & Ahrensbøll Schultz, V. (2023). Overfyldte fængsler kalder ikke på flere betjente, men på et samfund med færre indsatte. Information. https://www.information.dk/debat/2023/10/overfyldte-faengsler-kalder-paa-flere-betjente-paa-samfund-faerre-indsatte

Petersen, K. E., Hansen, P. R., Damkjær-Ohlsen, S. & Duncan-Bendix, J. (2023). Pædagogers arbejde med børn og unge i fritidspædagogikken: fritidspædagogikkens betydning for børn og unges trivsel, udvikling og livsmuligheder. DPU, Aarhus Universitet.

Kjærbæk, L., Broström, S., Søndergaard Knudsen, , H. B., Jensen de Lopez, K., Holm, L., Meidell Sigsgaard, A.-V., Holmen, A., Ahrenkiel, A., Hansen, C. F., Engberg-Pedersen, E., Laursen, H. P., Karrebæk, M. S., Daryai-Hansen, P., Thomsen, P., Brouwer, R., Mengal, S. & Cadierno, T. (2023). Pædagoger skal bruge tiden på at udvikle børns sprog – ikke på at lave sprogscreeninger. Information. https://www.information.dk/debat/2023/10/paedagoger-bruge-tiden-paa-udvikle-boerns-sprog-paa-lave-sprogscreeninger

Lieberkind, J. (2023). Pædagogisk samtidsdiagnostik: Et stykke dansk intellektuel historie. In S. Hermann & C. Holm (Eds.), Festskrift til en idéhistorisk opdrager - og opdager: Til Jens Erik Kristensen efter 40 år i Universitets tjeneste (pp. 94-104). Aarhus Universitet, DPU. https://doi.org/10.7146/aul.503

Kardyb, D. (2023). På excentrisk vis: Naturkraft som non-formel antropocæn bæredygtighedsuddannelse. Paper presented at Nordisk forskningskonference for miljø og bæredygtig udvikling i uddannelse, København N, Denmark.

Skyggebjerg, A. K. (2023). På high school med hijab: Identitet. Aktuelle autofiktioner viser med pædagogisk tydelighed, hvordan det private altid er politisk. Weekendavisen, Sektion 2 (Bøger), 15-15.

Dannesboe, K. I. (2023). Parents as learning facilitators: Early childhood education and care centres and home learning in families. Qualitative Studies, 8(2), 9-30. https://doi.org/10.7146/qs.v8i2.140958

Mills, D., Greenwood, D., Blackmore, J., Sarauw, L. L. & Smedegaard Ernst Bengtsen, S. (2023). PART 5: HIGHER EDUCATION FUTURES. Learning and Teaching, 16(3), 113-149. https://doi.org/10.3167/latiss.2023.160307

Broström, S. (2023). På vej mod en pædagogik for bæredygtig udvikling i dagtilbud. Tidsskrift for professionsstudier, 18(35), 18-31. Article 2. https://doi.org/10.7146/tfp.v18i35.135921

Schultz, C. (2023). Pedagogical praxis and professionalism in youth clubs. Abstract from TiSSA 2023, Osijek, Croatia.

Smith, E. (2023). Peer preferences and educational decisions: heterogeneous associations across student socioeconomic status. British Journal of Sociology of Education, 44(2), 374-393. https://doi.org/10.1080/01425692.2022.2154641

Staunæs, D. & Mengel, P. (2023). Performative Carthographies: Re-animating the archive. In A. Y. Jackson & L. A. Mazzei (Eds.), Post-Foundational Approaches to Inquiry (pp. 85-99). Routledge.

Jensen, N. R. (2023). Pflege in Zeiten der Pandemie: Wie sich Pflege durch Corona verändert hat. European Journal of Social Work, 26(2), 403-405. https://doi.org/10.1080/13691457.2023.2178697

Holflod, K. (2023). Pjat, pjank og performance: design, udvikling og oplevelser af legende tværprofessionel uddannelse. 24-24. Paper presented at Vidensfestival om Pædagogik og Fællesskaber, Kbh., Denmark.

Pedersen, L. D. (2023). Playful Choreographies and Choreographies of Play: New Research in Dance and Play Studies. American Journal of Play, 15(1), 60-81. Article 4. https://www.museumofplay.org/app/uploads/2023/04/15-1-Article-4-Choregraphies.pdf,

Holflod, K. (2023). Playful Learning and Boundary-Crossing Collaboration in Higher Education: A Narrative and Synthesising Review. Journal of Further and Higher Education, 47(4), 465-480. https://doi.org/10.1080/0309877X.2022.2142101

Holflod, K., Bayne, S. & Nørgård, R. T. (2023). Playing with Futures and Utopia: Speculating Other Worlds in Higher Education for the More-Than-Human. Paper presented at GRASP Festival.

Cone, L. (2023). Plug and Play Pedagogy: Exploring the Messy Realities of Smart Technologies in a Danish Public School. Århus Universitet.

Wieser, C. (2023). Polanyi’s personal knowledge: A paradigmatic framework for the empirical analysis of tacit knowing. Paper presented at The Polanyi Society Zoom Sessions.

Jensen, N. R. (2023). Politics for social workers: A practical guide to affecting change. European Journal of Social Work, 26(5), 968-969. https://doi.org/10.1080/13691457.2023.2219918

Ravn, I. (2023). Positiv psykologi: indsigter fra selvbestemmelsesteorien. In R. V. Hedensted & J. W. Tejmers (Eds.), Psykologi og sundhedspsykologi for sundhedsprofessionelle (pp. 153-170). Gad.

Brøgger, K. (2023). Post-Cold War Governance Arrangements in Europe: the University between European integration and rising nationalisms. Globalisation, Societies and Education, 21(2), 278–292. https://doi.org/10.1080/14767724.2022.2075832

Michel-Schertges, D. & Andersen, F. Ø. (2023). Poster: Results of the Danish WATSup research. Sundsvall Conference.

Knudsen, L. E. D. & Sattrup, L. (2023). Praksisfaglighed gennem åben skole: at forbinde teori og praksis via æstetisk erfaring. In A. Rasch-Christensen (Ed.), Praksisfaglighed i skolen (pp. 187-202). Dafolo.

Wistoft, K. (2023). Praksisfaglighed i skolen er ikke kun et spørgsmål om erhvervsorientering. Skolemonitor.

Sørensen, A. (2023). Preface to Volume 56. Danish Yearbook of Philosophy, 56(1), 1-5. https://doi.org/10.1163/24689300-bja10040

Knudsen, H. (2023). Private education policies: The strategies of the LEGO Foundation. Paper presented at ECER 2023- European Conference on Educational Research, Glasgow, United Kingdom.

Pedersen, M. K. (2023). Processes of mathematical thinking competency in interactions with a digital tool. In U. T. Jankvist & E. Geraniou (Eds.), Mathematical Competencies in the Digital Era (pp. 63-79). Springer. https://doi.org/10.1007/978-3-031-10141-0_4

Petersen, K. E. (2023). Processes of precarious living conditions: Young men of ethnic minority background growing up in socially deprived housing areas in the Danish welfare state. In Minorities: New Studies and Perspectives InTechOpen. https://doi.org/10.5772/intechopen.110646

Mariager-Anderson, K. (2023). Professionalisering af vejledningsfeltet – Ingen kan gøre det alene. Vejlederen, 2023(4), 14-15.

Winther-Lindqvist, D. A. (2023). Professionel omsorg. In D. T. Gravesen (Ed.), Pædagogik : introduktion til pædagogens grundfaglighed (2 ed., pp. 556-570). Hans Reitzels Forlag.

Larsen, S. N. (2023). Progressiv paranoia. Information, Sektion 2 (Moderne Tider), 19-19.

Rüsselbæk Hansen, D. & Larsen, S. N. (2023). Psykologisk tryghed - blinde pletter og absurde løfter. In Perspektiver på psykologisk tryghed (pp. 97-108). Dafolo.

Francesconi, D., Tarozzi, M., Bykachev, K., Vaalimaki, T. V., Turunen, H. & Simovska, V. (2023). Quality of life movement: Historical overview of the policies and challenges for the future of education. Policy Futures in Education, 21(8), 868-885. https://doi.org/10.1177/14782103221105462

Guschke, B. L., Khawaja, I. & Myong, L. (2023). Racialization and racism in Denmark. Kvinder, Køn & Forskning, 35(2), 8-20. https://doi.org/10.7146/kkf.v36i2.141914

Khawaja, I. (2023). Racialized contestations of diversity in high schools in Denmark: The tipping point . Paper presented at NERA conference 2023, Oslo, Norway.

Berisha, T. (2023). Racialized spatial attachments: Researcher positionality and access in a Danish suburban high school. Kvinder, Køn & Forskning, 35(2), 63-79. https://doi.org/10.7146/kkf.v36i2.136438

Ravn, I. (2023). Rapport fra SDT-konferencen 2023, del 1. Pictures, Video and sound recordings (digital) https://youtu.be/8iKiJy20q7c

Sørensen, A. (2023). Readers' Comments: Peace and Just War, Arms and Defense, Ideology and Ideology Critique. Emancipations: A Journal of Critical Social Analysis, 1(4), Article 7. https://scholarsjunction.msstate.edu/emancipations/vol1/iss4/7/

Nissen, M. (2023). Rearticulating Motives. Springer. Theory and History in the Human and Social Sciences https://doi.org/10.1007/978-3-031-43494-5

Fristrup, T. & Odgaard, C. K. (2023). Recalibrating disability towards the term subaltern: The social work of neoliberal-academic-ableism in Danish higher education. Social Work & Society, 20(2), Article 9. https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/806

Wegener, F., Glaser, V. L. & Elkjaer, B. (2023). (Re-)designing family business routines. 1-10. Paper presented at 39th EGOS Colloquium, Cagliari, Italy.

Podsakoff, C. & Valentin, K. (2023). Reflections on education in the wake of Covid-19 in Nepal: Learning Loss or Schooling Loss? In U. Pradhan, K. Valentin & M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities (pp. 30-44). Routledge.

Larsen, S. N. (2023). Reformkommissionens udspil vil spalte ungdommen i teoriløse praktikere og praktikløse teoretikere. RÆSON.

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Revised 26.09.2022

Knud Holt Nielsen