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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

Khawaja, I., Myong, L. & Guschke, B. L. (Eds.) (2023). Racism and Racialization in Denmark. Kvinder, Køn & Forskning, 35(2). https://tidsskrift.dk/KKF/issue/view/10494/2051

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.

Adriansen, H. K. & Spangler, V. (2023). Reflecting on international students and researcher positionality. In Research with International Students: Critical Conceptual and Methodological Considerations (pp. 207-215). Routledge. https://doi.org/10.4324/9781003290803-26

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.

Skaaning Knage, F. (2023). Re-fusing school refusal. A qualitative study of complex entanglements and subjectification in persistent school absence. [PhD dissertation, Aarhus University]. Aarhus Universitet.

Bjerre, J. (2023). Regeringen fordrejer sagen om koranafbrændinger i offentligheden. Altinget.

Bjerre, J. (2023). Regeringens reformsjusk mangler en stopklods. Det rejser principielle spørgsmål til folkestyret. Altinget.

Bjerre, J. (2023). Regeringens universitetsreform er en kulturkamp på falske præmisser. Altinget.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2023). Regnehuller: vinkler, ligedannede figurer og målestoksforhold. Dansk Psykologisk Forlag.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2023). Regnehuller: koordinatsystemet, geometriske figurer og flytninger. Dansk Psykologisk Forlag.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2023). Regnehuller: omkreds, areal og rumfang - og cirkler. Dansk Psykologisk Forlag.

Dovigo, F. (2023). Removing inclusion: An analysis of exclusionary processes in the Italian school system. In E. Done & H. Knowler (Eds.), International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion (pp. 45-64). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-14113-3_3

Ratner, H. F. & Schrøder, I. (2023). Respons: Tech-journalist går galt i byen i læsning af vores forskning. Ingeniøren. https://radar.dk/holdning/respons-tech-journalist-gaar-galt-i-byen-i-laesning-af-vores-forskning

Gupta, M., Valentin, K. & Pradhan, U. (Eds.) (2023). Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities. Routledge.

Grasten, M. & Sandager, J. (2023). Rettens transformative potentiale. In Transformationens politik: ledelse af tidens udfordringer (pp. 59-71). Nyt fra Samfundsvidenskaberne.

Terkelsen, K. D., Bruun, M. H. & Dalsgård, A. L. (2023). Riders in app time: Exploring the temporal experiences of food delivery platform work. Time & Society, 32(2), 190-209. https://doi.org/10.1177/0961463X231161849

Ratner, H. F. & Elmholt, K. T. (2023). Risiko-scoring af børn: Prædiktive algoritmer og tidlig indsats. Dansk Pædagogisk Tidsskrift, (4), 44-59. https://dpt.dk/temanumre/2023-4/risiko-scoring-af-boern-praediktive-algoritmer-og-tidlig-indsats/?highlight=Risiko-scoring+af+b%C3%B8rn

Lid, S. & Christensen, T. W. (2023). Risikovurderinger og reintegrering av radikaliserte individer i Norden.

Lid, S. & Christensen, T. W. (2023). Risk assessment and reintegration of radicalised individuals in the Nordic countries. https://oda.oslomet.no/oda-xmlui/handle/11250/3124802

Heiden, T. (2023). Rollefiguren kryber ud af bogen: At arbejde med lærer-i-rolle er en god metode til at aktivere eleverne med litteraturen. Børn & bøger, 76(2), 14-16.

Skyggebjerg, A. K. (2023). Sælsomme sjælevenner: Trivselsfremme. Aktuelle billedromaner fortæller med empati om børns ensomhed og angst. Håb venter forude! Weekendavisen, Bøger, 15.

Heiden, T. (2023). »Så er jeg Hr. Pindse, så er du en rive«: hvordan indskolingselever træder i rolle i dramatisk fiktion. DRAMA : Nordisk dramapedagogisk tidsskrift, 60(3), 1-13. Article 1. https://doi.org/10.18261/drama.60.3.3

Kousholt, D. & Morin, A. (2023). Samarbejde mellem PPR og Skole. Aarhus Universitetsforlag. Pædagogisk Indblik No. 22

Hammershøj, L. G. (2023). Samskabelse som kunsten at skabe og forandres sammen. BUKS - Tidsskrift for Børne- og Ungdomskultur, 39(67), 71-82. https://buks.dk/udgivne-numre/

Rose, P. & Suhr, A. (2023). Samtalegrupper for børn og unge i sorg eller skilsmisse: En international litteraturgennemgang af skolebaserede interventioner. Barn – Forskning om barn og barndom i Norden, 41(4), 7-27. https://doi.org/10.23865/barn.v41.5482

Hammershøj, L. G. (2023). Samtidsdiagnose og kunsten at tegne et kort. In S. Hermann & C. Holm (Eds.), Festskrift til en idéhistorisk opdrager - og opdager: Til Jens Erik Kristensen efter 40 år i universitetets tjeneste (pp. 166-180). Aarhus Universitet, DPU. https://doi.org/10.7146/aul.503

Skyggebjerg, A. K. (2023). Sandhed eller konsekvens: Ungdomslitteratur. Tre romaner fra henholdsvis Færøerne, Norge og Danmark hævder teenageres ret til at bestemme over sig selv og samfundet. De voksnes verden er falsk og forældet! Weekendavisen, Sektion 2 (Bøger), 15-15.

Fougt, S. (2023, Jun). Scenariedidaktik & teknologiforståelse. https://it-vejleder.dk/scenariedidaktik-teknologiforstaaelse/

Krejsler, J. B. & Moos, L. (Eds.) (2023). School Policy Reform in Europe: Exploring transnational alignments, national particularities and contestations. (1. ed.) Springer. Educational Governance Research https://doi.org/10.1007/978-3-031-35434-2

Borring, C. G. & Kousholt, D. (2023). School Psychology Practice as Conflictual Collaboration. In C. Pracana & M. Wang (Eds.), Psychological Applications and Trends 2023 (pp. 201-206). inScience Press. https://inpact-psychologyconference.org/wp-content/uploads/2023/04/InPACT_2023_BookProceedings.pdf

Thestrup, K., Dalsgaard, C. & Caviglia, F. (2023). Screen, body, space and text - Media-edu-cology 2.0?. 1. Abstract from Global Media Education Summit 2023, Vancouver, Canada.

Acharya, M. & Muasya, G. (2023). Sensible Ruptures: Co-creating an Audio-visual Archive for Transformation and Embodied Knowledge. Abstract from Post/colonial Heritages, Aarhus, Denmark.

Acharya, M. & Muasya, G. (2023). Sensible Ruptures: Towards Embodied and Relational Ways of Knowing. Kvinder, Køn & Forskning, 35(2), 29-45. https://doi.org/10.7146/kkf.v36i2.138090

Nielsen, A. M. (2023). Sensory-based transmethodology in practice research. Outlines, 22(Special Issue), 341-378. Article 10. https://tidsskrift.dk/outlines/article/view/134824/180189

Madsen, M. (2023). Set in motion by data: Human and data intra-actions in educational governance. Discourse: Studies in the Cultural Politics of Education, 44(2), 208-220. https://doi.org/10.1080/01596306.2021.1984211

Kjær, B. (2023). Shadow categorizations: Children with `special needs´ and the ethical work of parenting: minding the gap! Qualitative Studies, 8(2), 101-121. https://doi.org/10.7146/qs.v8i2.140962

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Revised 26.09.2022

Knud Holt Nielsen