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Viala, E. S. (2013). 'Er det mig, der er noget galt med?' - et kontekstsensitivt blik på sammenhænge mellem børns individuelle forudsætninger og mobning. In J. Kofoed & D. M. Søndergaard (Eds.), Mobning gentænkt (pp. 259-290). Hans Reitzels Forlag.

Viala, E. S. (2011). The strategic research positioning: researching ‘immigrant’ parents’ perspective of the home/school partnership . Paper presented at Seven Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, United States.

Viala, E. S. (2011). Immigrant parents as ‘coaches’ for their children in the Danish school system. Paper presented at Monitoring Parents, University of Kent, United Kingdom.

Viala, E. S. (2011). Guide til bedre skole-hjem samarbejde med nydanske forældre. http://www.navigent.dk/publikationer

Viala, E. S. (2015). The fighter, the punk and the clown – how to overcome the position of victim of bullying? Childhood, 22(2), 217-230. https://doi.org/10.1177/0907568214521845

Viala, E. S. (2014). 'Is something wrong with me?': a context-sensitive analysis of school bullying. In R. M. Schott & D. M. Søndergaard (Eds.), School bullying: new theories in context (pp. 361-386). Cambridge University Press. https://doi.org/10.1017/CBO9781139226707.019

Vestergaard, A. L., Simonsen, B. & Brown, R. (2010). Handelsgymnasiet - hhx: kvaliteter og udfordringer. Erhvervsskolernes forlag.

Vestergaard, A. L. (2009). IKT i undervisningen på hhx: Pointer, dilemmaer og udfordringer. Ungdomsforskning, 8(3/4), 19-27.

Vestergaard, A. L., Brown, R. & Simonsen, B. (2010). Læringsmiljø på hhx: resultater fra et forskningsprojekt om handelsgymnasiet. Erhvervsskolernes forlag.

Vestergaard, A. L. (2011). Teknologien forstyrrer undervisningen. Ungdomsskolen, 17(1), 14-15.

Vestergaard, A. L. & Brown, R. (2010). Strategiske drenge og flittige piger. Ungdomsforskning, 9(3-4), 79-85.

Vestergaard, A. L., Brown, R. & Katznelson, N. (2011). Ungdom på erhvervsuddannelserne: delrapport om valg, elever, læring og fællesskaber. (1 ed.) Erhvervsskolernes forlag.

Vestergaaard, M., Madsen, K. S., Baaré, W. F. C., Ejersbo, L. R., Gerlach, C., Skimminge, A., Ramsøe, T. Z., Åkeson, P., Paulson, O. B. & Jernigan, T. L. (2011). White matter microstructure in superior longitudinal fasciculus associated with spatial working memory performance in children. Journal of Cognitive Neuroscience, 23(9), 2135-2146. https://doi.org/10.1162/jocn.2010.21592

Vertelyté, M. & Staunæs, D. (2021). From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education. Nordic Journal of Studies in Educational Policy, 7(3), 126-135. https://doi.org/10.1080/20020317.2021.2003006

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

Vertelyté, M. & Li, J. H. (2021). Nordic state education in between racialization and the possibilities of anti-racist strategy: introduction. Nordic Journal of Studies in Educational Policy, 7(3), 107-112. https://doi.org/10.1080/20020317.2021.2017217

Vertelyté, M. (2023). "Have we lost our Sense of Humor?!”Affective Senses of Racial Joking in Danish Schools. Social Identities, 29(2), 205-219 . https://doi.org/10.1080/13504630.2023.2208067

Vertelyté, M. & Staunæs, D. (2023). Affektive investeringer i dansk antiracistisk pædagogik, Tidsskrift for Uddannelsesvidenskab, 2. https://doi.org/10.7146/djes.v2i.136517

Vertelyté, M. (2023). How does time come to matter? Diffractive Temporalities of Making it to STEM Academia. Abstract from Not this time. Temporalities of ending, editing, and enduring, Copenhagen, Denmark.

Vertelyté, M. (2024). Who Are Friends with Whom? Performative Boundary Work of Friendship in a Diverse Danish School. In N. Hammarén, L. Stretmo & B. Ivemark (Eds.), Migrant youth, schooling and identity: Perspectives and Experiences from Northern Europe. Nils Hammarén; Live Stretmo; Biörn Ivemark. Springer, 2022. (Young People and Learning Processes in Everyday Life). Springer.

Vertelyté, M. & Dynesen, S. M. (2020, Nov 23). Minoritetselever skal have hvide venner. Folkeskolen.dk.

Vertelyté, M. (2023). Affective temporalities of making it to academia - Experiences of early career women scholars in STEM. Paper presented at Gender, Work and Organization, Stellenbosch, South Africa.

Vertelyté, M. & Li, J. H. (2025). Friendship pedagogies as technologies of power: deploying friendship to foster participation of racially minoritized students in Danish education. Scandinavian Journal of Educational Research, 69(2), 436-449. https://doi.org/10.1080/00313831.2024.2317725

Vertelyté, M. (2024). Having time with the telescope: Gender and Time when making it within STEM academia. Manuscript submitted for publication.

Vertelyté, M. (2022). ‘Hopeful things’: Affective Interventions in Diversity Work in Education. Paper presented at ECER conference 2022, Yerevan, Armenia.

Vertelyté, M. & Mengel, P. (2022). Affective Investments in Diversity Work in STEM. Abstract from 11th European Feminist Research Conference , Milan, Italy.

Vertelyté, M. (2024). Putting data on the table: Doing diversity work as a minor gesture in STEM academia. Manuscript submitted for publication.

Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT

Ventura, T., Delle Fave, A. & Knoop, H. H. (2014, Oct). PositivitiES - positive psychology in education On-Line Course: Module 7: Sharing experiences. http://www.positivities.eu

Vejleskov, H., Huggler, J. & Kauffmann, O. (2020). Mindeord om Thyge Winther-Jensen. Studier i Pædagogisk Filosofi, 8(2), 95-96. https://doi.org/10.7146/spf.v8i2.121091

Vedersø, B., Andersen, H. L., Andreasen, M., Aslak, M., Bo Augustinus, I., Damsgaard, J., Jensen, T. W., Størup Lauridsen, P. & Meier Sørensen, B. (2024). Ekspertgruppen om ChatGPT og andre digitale hjælpemidler. https://www.uvm.dk/-/media/filer/uvm/aktuelt/pdf24/april/240423-ekspertgruppen-om-chatgpt-og-andre-digitale-hjaelpemidlers-rapport.pdf

Vedersø, B., Andersen, H. L., Andreasen, M., Aslak, M., Bo Augustinus, I., Damsgaard, J., Jensen, T. W., Størup Lauridsen, P. & Meier Sørensen, B. (2024). Medlemmer af ekspertgruppe: Her er de anbefalinger, vi ikke blev bedt om. Altinget.dk. https://www.altinget.dk/uddannelse/artikel/medlemmer-af-ekspertgruppe-her-er-de-anbefalinger-vi-ikke-blev-bedt-om

Vedel, P. V., Lund, K., Egerod, L. & Harrit, O. (2005). Den teamorganiserede skole: Danskuddannelse til voksne udlændinge. Ministeriet for Flygtininge, Indvandrere og Integration.

Veck, W., Dovigo, F. & Proyer, M. (2021). Editorial: refugees and inclusive education. International Journal of Inclusive Education, 25(2), 109-115. https://doi.org/10.1080/13603116.2019.1707297

Varge-Atkins, T. & Nørgård, R. T. (2022). Sustaining habits of the heart in small disciplines. Paper presented at ICED 2022 - International Consortium for Educational Development, Aarhus, Denmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/C6E17D3E-00B1-EC11-84B2-00155D0B0901.pdf

van Velzen, B., Seashore Louis, K., Devos, G., Ekholm, M., Kofod, K., Moos, L. & Schratz, M. (2012). Wer Vorwärts Kommen Will, Muss Auch Mal Rückwarts Denken: Reflections on the Case Studies. In K. Seashore Louis & B. van Velzen (Eds.), Educational Policy in an International Context (pp. 193-212). Palgrave Macmillan.

van Rooij, A. J., Ferguson, C. J., Colder Carras, M., Kardefelt-Winther, D., Shi, J., Aarseth, E., Bean, A. M., Bergmark, K. H., Brus, A., Coulson, M., Deleuze, J., Dullur, P., Dunkels, E., Edman, J., Elson, M., Etchells, P. J., Fiskaali, A., Granic, I., Jansz, J. ... Przybylski, A. K. (2018). A weak scientific basis for gaming disorder: let us err on the side of caution. Journal of Behavioral Addictions, 7(1), 1-9. https://doi.org/10.1556/2006.7.2018.19

Van Poeck, K., Læssøe, J. & Deleye, M. (2022). The relation between education and the pursuit of societal transformation. In Challenges for environmental and sustainability education research in times of climate crisis (pp. 62-66). Ghent University. file:///C:/Users/mbbr/Downloads/Online_Book_invitational_seminar%20(4).pdf

van Poeck, K., Læssøe, J. & Block, T. (2017). An exploration of sustainability change agents as facilitators of non-formal learning. mapping a moving and intertwined landscape. Ecology and Society, 22(2), Article 33. https://doi.org/10.5751/ES-09308-220233

Van der Mespel, S., Brazinha, M., Hulpia, H., Jensen, B., Marquard, M., Režek , M. & Sousa, J. (2020). VALUE Roadmap: pathways towards strengthening collaboration in early childhood education and care. VBJK: Centre for Innovation in the Early Years. https://www.value-ecec.eu .

Van der Mespel, S., Brazinha, M., Hulpia, H., Jensen, B., Marquard, M., Režek , M. & Sousa, J. (2020). VALUE Roadmap: forløb til styrkelse af samarbejdet I dagtilbud. VBJK: Centre for Innovation in the Early Years. https://www.value-ecec.eu .

Valgreen, H. (2014). Inklusion via vejledning: kollektiv narrativ praksis som fællesskabsfremmende vejledningspraksis. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 16(2), 70-77.

Valgreen, H. (2011). Refleksion som drivkraft. VejlederForum Magasinet, (4/2011).

Valgreen, H., Jensen, U. H. & Plant, P. (2015). Test i karrierevejledningen. In K. Anderasen, M. Burchardt, A. Rasmussen & C. Ydesen (Eds.), Test og prøvelser: oprindelse, udvikling, aktualitet (1. ed., pp. 261-282). Aalborg Universitetsforlag.

Valgreen, H. (2013). Refleksion og fællesskab: Kollektiv Narrativ Praksis i karrierevejledningen. Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Valentin, K. (2003). Guest Editorial: Children as Partners in Development: Anthropological Perspectives on Children in Development Aid. Anthropology in Action. Journal for Applied Anthropology in Policy and Practice, 10(1).

Valentin, K. & Meinert, L. (2003). Some Reflections on Children, Development and Academia. An interview with Judith Ennew.

Valentin, K. (2007). Mass Mobilization and the Struggle over the Youth: The Role of Ho Chi Minh Communist Youth Union in Urban Vietnam. Young, 15(3), 299-315.

Valentin, K. (2008). Politicized Leisure in the Wake of Doi Moi: A Study of Youth in Hanoi. In K. T. Hansen (Ed.), Youth and the City in the Global South (pp. 74-97). Indiana University Press.

Valentin, K. (2006). Mellem partiideologi og forbrug: Ungdomsliv i Hanoi. Jordens Folk, 41(3).

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Knud Holt Nielsen