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Bjerre, J. (2025). Videnskab og værdier flyder sammen, når eksperter udtaler sig i ulvedebatten. Altinget. https://www.altinget.dk/forskning/artikel/lektor-videnskab-og-vaerdier-flyder-ofte-sammen-naar-eksperter-udtaler-sig-i-ulvedebatten

Larsen, P. (2025). Vi kan ikke redde demokratiet med faktatjek. Politiken.

Larsen, B. R. (2025). Vi mister Danmarks bedst fungerende naboskab. Mit Røde Kors, 2025(4), 21.

Thomsen, R., Skovhus, R. B., Mariager-Anderson, K. & Dimsits, M. (2025). Virkeligheden gør en forskel: Fag, dannelse og karrierelæring. (1 ed.) Aarhus Universitet, DPU.

Hau, M. F. & Krause-Jensen, J. (2025). Virtually Shamans: An Anthropological Perspective on AI Chatbots. Anthropology of Consciousness, 36(2), Article e70011. https://doi.org/10.1111/anoc.70011

Olsen, F. B. H. (2025). Vi vil aldrig blive posthumanister: Anmeldelse af Benjamin Boysens The Embarrassment of Being Human. Tidsskrift for Uddannelsesvidenskab, 3(1). https://doi.org/10.7146/djes.v3i1.156402

Boström, L., Kreienbaum, M. A., Wüllner, S., Andersen, F., Bostedt, G. & Lindqvist, M. H. (2025). WATS up? What about teacher shortage? International perspectives from Denmark, Germany, and Sweden: International Perspectives from Denmark, Germany and Sweden. In A. Gehrmann & P. Germer (Eds.), Teacher Shortage in International Perspectives: Insights and Responses: Non-Traditional Pathways to the Teacher Profession (pp. 273-289). Springer. https://doi.org/10.1007/978-3-658-45398-5_15

Sørensen, A. (2025). Welcome to Philosophy of Education in Denmark: With Some Critical Remarks on Higher Education Policy. Danish Yearbook of Philosophy, 58(1), 4-14. https://doi.org/10.1163/24689300-bja10078

Melander, C., Löfqvist, C., Haak, M., Smedegaard Ernst Bengtsen, S., Edgren, G. & Iwarsson, S. (2025). Well prepared yet uncertain: Experiences of the early career transition after affiliation with an interdisciplinary graduate school. PLoS One, 20(4 April), 1-16. Article e0321039. https://doi.org/10.1371/journal.pone.0321039

Gjørding, M. R. (2025). What could have been? Exploring incarcerated women’s experiences and speculative visions for prevention in Denmark. [PhD thesis, Aarhus University].

Sandberg, S. & Tutenges, S. (2025). What good can stories do? In L. Presser, J. Fleetwood & S. Sandberg (Eds.), Narrating justice and hope: How good stories counter crime and harm (pp. 19-40). New York University Press.

Heidi Tegner, Nanna Rolving, Dorte Barfred Stisen, Mette Errebo & Bente Appel Esbensene (2025). What if it Hurts. Poster session presented at The 14th Congress of the European Pain Federation EFIC, Lyon, France.

Sarauw, L. L., Wright, S., Rasmussen, S., Smedegaard Ernst Bengtsen, S. & Robinson, S. (2025). What is education in higher education in a time of reform?. Abstract from Dansk Universitetspædagogisk Netværks Konference 2025, Kolding , Denmark.

Hansen, N. F. (2025). What is going on here? A Journey of Discovery into the Conditions of Children’s Social Fantasy Play in Danish Daycare. [PhD thesis, Aarhus University].

Rasmussen, P., Knage, F. S. & Søndergaard, D. M. (2025). What is the ‘new’ in the ‘traditional’? Young people navigating the tensions between traditional and new gender norms and configurations. Paper presented at 8th European Congress of Qualitative Inquiry, Edinburgh, United Kingdom.

Brodersen, M. E. (2025). What is time in school? An animation video. Pictures, Video and sound recordings (digital) https://youtu.be/LYIBKbrblac

Brodersen, M. E. (2025). When it sparks in the classroom: A dialogue between Hartmut Rosa and Alfred Schutz. Abstract from Personalities, Pragmatic Affairs, and Playful Worlds: On Multiple Realities 1945-2025
, Wien, Austria.

Berisha, T. (2025). ‘Whether you drown in 90 or 9 meters of water…’: racialization and homeplace-making in a Danish suburban high school. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2025.2560826

Gibson, A. & Smedegaard Ernst Bengtsen, S. (2025). Who is ‘society’ in the societal impact debate? A critical discussion of policies of closure. Educational Philosophy and Theory, 57(2), 98-111. https://doi.org/10.1080/00131857.2024.2409742

Grønhøj, E. O., Smith, E. & Bundsgaard, J. (2025). Why do so few girls aspire for a technology career? The role of social influence, motivational factors, and stereotypes. Social Psychology of Education, 28(1), Article 152. https://doi.org/10.1007/s11218-025-10084-y

Schilhab, T. & Esbensen, G. L. (2025). Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness. Frontiers in Psychology, 16, Article 1523831. https://doi.org/10.3389/fpsyg.2025.1523831

Søndergaard, B. D., Hansen, S., Scharup, J., Lindenskov, L. B. & Justesen, F. (2025). Working in a problem-based manner with mathematics and crafts gives meaning to mathematics at Danish vocational schools. In J. Chen, L. Smith, Y. B. Abouarabi, K. Wolff, Z. Simpson & A. Guerra (Eds.), Anchoring conversations (IRSPBL 2025) (pp. 654-661). Aalborg University Open Publishing. https://doi.org/10.54337/irspbl-2025

Thomson, R., Ruch, G. & Kofoed, J. (2025). Working with Many Minds: an annotated bibliography. Journal of Psycho-Social Studies, 18(2), 218–228. https://doi.org/10.1332/14786737Y2025D000000053

Winther-Lindqvist, D. A., Kousholt, D., Kolmos, M. & Nielsen, A. M. (2025). World-care Pedagogy: sustainability in early years education. In L. Bøttcher, D. Winther-Lindqvist, M. Hedegaard & M. Fleer (Eds.), Sustainability, Care, Play and the Zone of Proximal Development: A developmental perspective on childhood and children’s education (pp. 117-141). Springer. https://doi.org/10.1007/978-3-031-92131-5_6

Nordentoft, H. M. & Jensen, T. W. (2025). "You Have to Watch Your Step": Student Responses to/in AI Declaration Forms in higher education. Abstract from 7th Nordic STS Conference, Stockholm, Sweden. https://www.nordicsts.se/detailed-schedule/

Rasmussen, L. R. (2024). 1970'ernes åbenplanskoler som hverdagsutopiske (værk)steder. Dansk Pædagogisk Tidsskrift, 2024(1), 7-25. https://dpt.dk/temanumre/2024-1/1970ernes-aabenplanskoler-som-hverdagsutopiske-vaerksteder/

Koichu, B., Misfeldt, M., Aguilar, M. S. & Jankvist, U. T. (2024). About implementability. Implementation and Replication Studies in Mathematics Education, 4(2), 161-176. https://doi.org/10.1163/26670127-00402001

Sarauw, L. L., Feldt, J., Smedegaard Ernst Bengtsen, S., Horbach, S. P. J. M., Wright, S. & Petersen, E. B. (2024). Academic citizenship in times of transition. Abstract from De videregående uddannelser i en brydningstid, Bredsten, Denmark.

Flenley, R. & Simovska, V. (2024). Activating Foucault’s dispositif: an approach to studying educational change. Paper presented at Australian Association for Research in Education Conference 2024, Sydney, New South Wales, Australia.

Cort, P. S. & Larson, A. (2024). Adult education in times of change: The implications of the COVID-19 crisis on Danish policies. In M. Milana, P. Rasmussen & M. Bussi (Eds.), Research Handbook on Adult Education Policy (pp. 116-131). Edward Elgar Publishing.

Henriksen, C. (2024). Ædt op af uddannelse. Asterisk (magasin), (109). https://dpu.au.dk/asterisk/aedt-op-af-uddannelse

Fristrup, T. (2024). Ældrefobi gennemsyrer dækning af amerikansk valg. Dagbladet Information, 17-17.

Dahl, K. K. B. (2024). Ældre og aldring: Sundhedspædagogiske muligheder og udfordringer i det professionelle arbejde. In V. Simovska, J. Magne Jensen & M. Carlsson (Eds.), Sundhedspædagogik i sundhedsfremme (2 ed., pp. 169-183). Gad.

Knudsen, L. E. D. & Sattrup, L. (2024). Æstetisk dannelse. In O. Løw & E. Jensen (Eds.), Om dannelse: I skole og læreruddannelse (pp. 149-164). Akademisk Forlag.

Staunæs, D., Hvenegård-Lassen, K. & Bissenbakker, M. (2024). Affekt. In D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (Eds.), Performative vendinger: Introduktion til nyere feministisk teori (pp. 161-176). Nyt fra Samfundsvidenskaberne.

Larsen, S. N. (2024). Afslutningen på uforlignelig trilogi får Sontag, Adorno, Foucault og Feyerabend til at funkle på ny. Information, 27.

Knudsen, L. E. D., Wiberg, M., Petersen, K. B. & Haastrup, L. (2024). Afterword. Teacher ethics and teaching quality in Scandinavian schools: new reflections, future challenges, and global impacts. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (pp. 227-228). Routledge. https://doi.org/10.4324/9781003407775-19

Schendel, R., DeLaquil, T., Rensimer, L. & McCowan, T. (2024). ‘Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales. International Journal of Educational Development, 111, Article 103162. https://doi.org/10.1016/j.ijedudev.2024.103162

Sørensen, A. (2024). Akademisk borgerskab er afgørende for videnskab og uddannelse. Paradoks: Tidsskrift for Filosofi og Teori. https://paradoks.nu/2024/04/11/akademisk-borgerskab-er-afgoerende-for-videnskab-og-uddannelse/

Hooley, T., Thomsen, R. & de Bono, M. (2024). A legacy of solidaric critique and hope for a better world: A meditation on the scholarly contribution of Ronald Sultana. Journal of the National Institute for Career Education and Counselling, 52(1). https://doi.org/10.20856/jnicec.5202

Bruun, M. H. (2024). Algorithmic Governance, Public Participation and Trust: Citizen-State Relations in a Smart City Project. Social Anthropology, 32(4), 13-30. https://doi.org/10.3167/saas.2024.320402

Sørensen, A. (2024). Alienation: Recuperating the Classical Discussion of Marx et al. Brill. Brill Research Perspectives in Philosophy of Education No. 2 https://doi.org/10.1163/9789004697539

Brøgger, K. (2024). An Affirmative Critique of the Politics of Scaling in Higher Education Policy Studies: Exploring a Performative Notion on Scale and Topological Spatio-Temporalities Beyond Scale. In R. Gorur, P. Landri & R. Normand (Eds.), Rethinking Sociological Critique in Contemporary Education: Reflexive Dialogue and Prospective Inquiry (pp. 120-135). Routledge.

Bøttcher, L. & Dammeyer, J. H. (2024). Analyse og tolkning af resultater fra test og vurderingsredskaber. In L. Bøttcher & J. Dammeyer (Eds.), Pædagogisk psykologisk testning og udredning (pp. 71-84). Samfundslitteratur.

Cort, P. S. & Larson, A. (2024). Analysestrategiske faldgruber i WPR: erfaringer med at undervise og vejlede i Carol Bacchis kritiske policy-analyse. In T. Fristrup, P. S. Cort, A. Larson, R. Thomsen, R. B. Skovhus & J. E. Kristensen (Eds.), Problemets politik: En forskningsbaseret antologi om Carol Bacchis poststrukturalistiske policy- og interviewanalyse i pædagogik og uddannelse (pp. 17-35). DPU, Aarhus Universitet. https://dpu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_PROBLEMETS_POLITIK.pdf

Gregersen, R. M. (2024). Analysing Instrumented Justification: Unveiling Student’s Tool Use and Conceptual Understanding in the Prediction and Justification of Dynamic Behaviours. Digital Experiences in Mathematics Education, 10(1), 47-75. https://doi.org/10.1007/s40751-024-00134-z

Pio, F. (2024). Åndsvidenskabelig pædagogik: En strømning der blev belyst med mørkelygten. Tidsskrift for professionsstudier, 19(37), 78-85. https://tidsskrift.dk/tipro/article/view/144691/188004

Højgaard, T. (2024). An example of competency-oriented teaching: Reasoning in grade 8.

Larsen, S. N. (2024). Anmelderen har en nærmest ubændig lyst til at citere fra de gamle kunst- og arkitekturessays, der nu findes på dansk. Information, 30.

Ejersbo, L. R. & Andersen, Wahl, M. (2024). Anna, Bo, Cecilie og Dan er i matematikvanskeligheder: Hvordan støtter lærerne bedst i vanskeligheder i forhold til at lykkes med den krævede matematik for mellemtrinnet. Matematik: tidsskrift for regne- og matematiklærere, 52(3), 55-59. Article 3.

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Knud Holt Nielsen