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Rytter, M. & Ghandchi, N. (2020). Workers for free: precarious inclusion and extended uncertainty among Afghan refugees in Denmark . In K. McKowen & J. Borneman (Eds.), Digesting difference: migrant incorporation and mutual belonging in Europe (pp. 185-207). Palgrave Macmillan. Global Diversities

Anbert, L. C., Acharya, M., Muasya, G. & Nielsen, G. B. (2020). Words without Actions: University statements and the Black Lives Matter movement. https://pathes.org/resources/academicactivism/

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.

Cin, F. M., Gümüs, S. & Weiss, F. (2021). Women’s empowerment in the period of the rapid expansion of higher education in Turkey: developments and paradoxes of gender equality in the labour market. Higher Education, 81(1), 31-50. https://doi.org/10.1007/s10734-020-00587-2

Svinth, L. (2008). Women in physical science. In Draw the line: International Conference, Copenhagen 2008 Papers, proceedings and recommendations (1 ed., pp. 19-44). Tartu University Press.

Wright, S. (2007). Women in academia: women’s career paths in the social sciences, in the context of Lund University and Swedish higher education. In A-M. Sellerberg (Ed.), Den Obalanserade Hierarkin (pp. 127-150). Bokbox Forlag.

Broström, S. (2009). Wolfgang Klafki. In Leksikon for det 21. århundrede: www.leksikon.org http://www.leksikon.org/art.php?n=5140

Dahl, K. K. B. (2017). With the best of intentions: becoming somebody in Kenyan teacher education. Roskilde Universitetsforlag.

Knoop, H. H. (2010). Wise creativity and creative wisdom. In A. Craft, G. Claxton & H. Gardner (Eds.), Creativity, wisdom, and trusteeship: exploring the role of education: complex Chinese edition (pp. 185-206). SAGE Publications.

Knoop, H. H. (2008). Wise Creativity and Creative Wisdom. In A. Craft, H. Gardner & G. Claxton (Eds.), Creativity, Wisdom and Trusteeship: Exploring the Role of Education (1 ed., pp. 119-132). Corwin Press.

Darsø, L. & Cowan, D. (2008). Wisdom: A Backdrop for Organizational Studies. In D. Barry & H. Hansen (Eds.), The SAGE Handbook of New Approaches in Management and Organization (pp. 332-343). SAGE Publications.

Favell, A. & Reimer, D. (2013). Winners and Losers? Citizens and Sceptics? European Integration and the Spread of Cosmopolitanism: EUCROSS First Policy Brief (www.eucross.eu). eucross.eu. http://www.eucross.eu/cms/index.php?option=com_docman&task=doc_download&gid=74&Itemid=157

Torres, I. (2015). Windows in education and food policy for critical health education in Ecuador. Abstract from EERA: ECER 2015, Budapest, Hungary. http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/35244/

Martinsen, A. (2014). Will MOOCs change the very DNA of higher education? ASEMagazine, (5), 10. http://www.e-pages.dk/aarhusuniversitet/1024/10

Nissen, M. (2002). Wildes Lernen: Nachlese als Vorbereitung. Forum Kritische Psychologie - Neue Folge, (45), 97-122.

Regener, S. (2004). Wilde Grimassen in einer wilden Zeit: Arnulf Rainers fotografische Erkundungen im Fotoautomaten Ende der 1960er Jahre. In Reisen ? Erkunden ? Erzählen: Bilder aus der europäischen Ethnologie und Literatur

Langager, S. (2004). Wild learning - social and pedagogical work with marginalized youth. http://www.socinc.net/default_pages.asp?menuIDX=264&parentFkey=47

Nissen, M. (2004). Wild Objectification: Social work as Object. Outlines, (6:1), 73-89.

Jensen, N. R. (2010). Wie professionelle Sozialpädagogen mit behinderten Menschen umgehen. In S. Krönchen (Ed.), Vielfalt & Inklusion: Herausforderungen an die Praxis und die Ausbildung der Sozialen Arbeit und der Kulturpädagogik (pp. 267-283). Hochschule Niederrhein, Fachbefreich Sozialwesen, Mönchengladbach. Schriften des Fachbereiches Sozialwesen an der Hochschule Niederrhein Mönchengladbach Vol. 51

Schuller, T. & Desjardins, R. (2010). Wider benefits of adult education. In P. Peterson, E. Baker & B. McGaw (Eds.), International encyclopedia of education (3. ed., Vol. 1, pp. 229-233). Pergamon Press.

Waller, R., Holford, J., Jarvis, P., Milana, M. & Webb, S. (2014). Widening participation, social mobility and the role of universities in a globalized world. International Journal of Lifelong Education, 33(6), 701-704. https://doi.org/10.1080/02601370.2014.972082

Poulsen, B. K., Skovhus, R. B. & Thomsen, R. (2018). Widening opportunities for career guidance: research circles and social justice. In T. Hooley, R. G. Sultana & R. Thomsen (Eds.), Career guidance for social justice: contesting neoliberalism (Vol. 1, pp. 211-225). Routledge. Routledge Studies in Education, Neoliberalism, and Marxism, Routledge No. 16

Adriansen, H. K., Madsen, L. M. & Jensen, S. (2015). Why study higher education and capacity building in Africa? an introduction. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. ed., pp. 1-11). Routledge. Routledge Studies in African Development

Brandi, U. & Hasse, C. (2010). Why innovation fails: the importance of bringing in a new concept of culture. Paper presented at Organizational learning, knowledge, and capabilities, Boston, United States. http://www.cba.neu.edu/olkc2010/

Nørby, S. (2015). Why forget: on the adaptive value of memory loss. Perspectives on Psychological Science, 10(5), 551-578. https://doi.org/10.1177/1745691615596787

Schnack, K. (1998). Why focus on Conflicting Interests in Environmental Education? In M. Ahlberg & W. Filho (Eds.), Environmental Education for Sustainability: Good Environment, Good Life (pp. 83-96). Peter Lang.

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

Schilhab, T. (2015). Why animals are not robots. Phenomenology and the Cognitive Sciences, 14(3), 599-611. https://doi.org/10.1007/s11097-013-9342-y

Thomsen, R., Hooley, T. & Sultana, R. (2020, Mar). Why a social justice informed approach to career guidance matters in the time of coronavirus? https://careerguidancesocialjustice.wordpress.com/2020/03/23/why-a-social-justice-informed-approach-to-career-guidance-matters-in-the-time-of-coronavirus/

Ghandchi, N. (2018). Who is the authority? the study of language registers and ideologies in two mother tongue classes in Copenhagen. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 37(6), 649-680. https://doi.org/10.1515/multi-2016-0011

Kowal, M., Coll-Martín, T., Ikizer, G., Rasmussen, J., Eichel, K., Studzińska, A., Koszałkowska, K., Karwowski, M., Najmussaqib, A., Pankowski, D., Lieberoth, A. & Ahmed, O. (2020). Who is the Most Stressed During the COVID-19 Pandemic? Data From 26 Countries and Areas. Applied Psychology: Health and Well-Being, 12(4), 946-966. https://doi.org/10.1111/aphw.12234

Holm, L. (2009). Who evaluates the evaluation? an analysis of computer-adaptive testing using literacy as an example. Nordisk Pedagogik, 29(1), 137-148.

Holm, L. (2008). Who evaluates the evaluation? an analysis of the Danish folkschools national it-based tests using Danish/reading as an example. In NERA 2008 (pp. 1-14). Nordisk Förening för pedagogisk forskning. http://www.cmscongress.com/nera2008/pdf/162.pdf

Reimer, D. & Dorf, H. (2011). Who chooses to become a teacher and why? differences between Danish and Finnish first year primary school teacher students. (pp. 1-33). Center for Strategisk Uddannelsesforskning. http://www.cser.dk/fileadmin/www.cser.dk/wp_007_drhd.pdf

Dorf, H., Reimer, D. & Rasmussen, J. (2012). Who becomes a teacher - and Why? Teacher recruitment in Denmark in a Nordic comparative perspective. In J. Madalinska-Michanak, H. Niemi & S. Chong (Eds.), Research, Policy, and Practice in Teacher Education in Europe (pp. 119-140). University of Lodz.

Staunæs, D. & Søndergaard, D. M. (2008). Who are ready for results? Reflections on the Multivoicedness of Useful Research. International Journal of Qualitative Studies in Education, 21(1), 3-18.

Smedegaard Ernst Bengtsen, S. (2011). Who am I? how to access the singular dimension of the self through a phenomenology of style. Abstract from IHSRC 2011, Oxford University, UK, Oxford, United Kingdom.

Ørberg, J. W. (2007). Who Speaks for the University? Legislative frameworks for Danish university leadership 1970-2003. http://www.dpu.dk/Everest/Publications/Om%20DPU/Institutter/Pædagogisk%20Antropologi/New%20managementx2C%20new%20identities/Working%20Papers/20070611113532/CurrentVersion/Working%20Paper%205.%20Who%20

Meidell Sigsgaard, A-V. (2012). Who Has the Knowledge if not the Primary Knower? Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. Paper presented at International Systemic Functional Congress 39, Sydney, Australia. http://www.isfla.org/Systemics/Conferences/ISFC39_2012_proceedings.pdf

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

Jøker Bjerre, H., Porsgaard, K., Hansen, B. B., Ugilt, R. & Thykjær, S. (2014). Whistleblower-ordningen. Dagbladet Information.

Daugaard, L. M. (2014). Which language does an 'atypical adult' speak? negotiating what counts as linguistic expertise in the multilingual field. Abstract from Sociolinguistics Symposium 20, Jyväskylä, Finland. https://www.jyu.fi/en/congress/ss20

Keates, H., Hilton, A., Hilton, G., Dole, S. & Schull, D. (2013). Where's my calculator? An intervention designed to improve numeracy in veterinary science students. Poster session presented at Veterinary Education Symposium, Dublin, Ireland.

Staunæs, D. (2003). Where have all the subjects gone? Bringing together the concepts of Intersectionality and Subjectification. NORA - Nordic Journal of Feminist and Gender Research, 11(2), 101-110.

Primdahl, N. L. (2022). When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness. Oxford Review of Education, 48(1), 112-129. https://doi.org/10.1080/03054985.2021.1933407

Wistoft, K. & Qvortrup, L. (2018). When the kids conquered the kitchen: Danish taste education and the New Nordic Kitchen. Gastronomica: The Journal of Critical Food Studies, 18(4), 82-93. https://doi.org/10.1525/gfc.2018.18.4.82

Jensen, N. R. (2012). When the Going Gets Tough - Are you Tough Enough? An Exploration of Independent Social Work in Recessionary Times. European Journal of Social Work, 15(5), 736-737.

Sørensen, B. H. (2006). When teachers become knowledge leaders. Education Alliance Quarterly, (1). http://http:/www.dpu.dk/site.asp?p=8649&newsid1=3965

Christensen, T. W. (2015). When good intentions are not enough: a successful mentor-mentee relation requires a deliberated practice. Psyke & Logos, 36(1), 242-266.

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Revised 09.06.2022 -

Knud Holt Nielsen