Publications

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Heikkinen, H., Helms-Lorenz, M., Plauborg, H. & Bjerkholt, E. (2026). Ecologies of Teacher Induction and Mentoring in Europe: Understanding the Co-existence of Diverse Practices. In Making Sense of European Teacher Induction and Mentoring Practices (pp. 1-18). Brill.

Plauborg, H., Assunção Flores, M., Lunde Frederiksen, L. & Symeonidis , V. (2026). European studies on teacher induction and mentoring: a literature review. In Making Sense of European Teacher Induction and Mentoring Practices Brill.

Mørck, L. L. (2026). Læring og overskridelse af marginalisering blandt udsatte unge i folkeskolen. Unge Pædagoger, (1), 65-75.

Helms-Lorenz, M., Heikkinen, H., Plauborg, H. & Bjerkholt, E. (Eds.) (2026). Making Sense of European Teacher Induction and Mentoring Practices. Brill. Key Issues in Teacher Education: Policy, Research and Practice Vol. 5

Plauborg, H. (2026). Mod et opgør med fastholdelsesbegrebet. Kognition & Pædagogik, 36(139), 21-28.

Franca, M., Gomes, A., Kousholt, D., Lave, J. & Mørck, L. L. (Eds.) (2026). New Spaces for Difference: Critical Studies of Learning Practices. Cambridge University Press. https://www.cambridge.org/pm/universitypress/subjects/education/education-history-theory/new-spaces-difference-critical-studies-learning-practices?format=HB&isbn=9781009734523#description

Olesen, J. S., Skrubbeltrang, L. S., Karen, D. & Nielsen, J. C. (2026). TOWARDS SOUND ATHLETIC TALENT DEVELOPMENT: The Danish Dual Career Model. Taylor and Francis Group. https://doi.org/10.4324/9781003670223

Carlsson, M. S. (2025). Action Competence in Environmental, Health and Sustainability Education. In Oxford Bibliographies Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0328

Plauborg, H. & Petersen, K. B. (2025). Employing posthuman theory to explore why long-serving teachers stay in the profession, thereby calling into question the concept of retention. A literature review. Teaching and Teacher Education, 165, Article 105137. https://doi.org/10.1016/j.tate.2025.105137

Carlsson, M. S. & Lysgaard, J. A. (2025). Environmental and Sustainability education: Nordic perspectives. Nordic Studies in Education, 45 (4), 305–322. https://doi.org/10.23865/nse.v45.7326

Mørck, L. L., Nielsen, M. K., Bank Jakobsen , M. & Thorsen, A. (2025). Etik i transformativ pædagogik: Hvordan samskaber vi trygge, modige og ansvarlige rum i socialpædagogisk forskning? Tidsskrift for Socialpædagogik, 28(2), 68-80.

Knage, F. S. & Søndergaard, D. M. (2025). Feministisk inspireret metodologi. In S. Brinkmann & L. Tanggaard (Eds.), Kvalitative metoder. En grundbog. (4. ed., pp. 495-519). Hans Reitzels Forlag.

Stilling Olesen, J. & Gregersen, M. T. (2025). Fravalgt som talent! Den afsluttende spillersamtale som forum for re-orientering af fodboldtalenters selvforståelse og fremtidsperspektiver. Forum for Idræt, historie og samfund, 40(1), 40-63. Article 3. https://tidsskrift.dk/forumforidraet/article/view/153169

Mørck, L. L., Türkoğlu, M. O. F. & Celosse-Andersen, M. (2025). Gang exit and forensic psychiatry: Counter-hegemonic alternatives in the Danish welfare state. In K. E. Petersen & N. Rosendahl (Eds.), Inequality, Education, and Social Exclusion in the Welfare State: Pedagogical Responses from the Nordic Countries (pp. 153-174). Routledge. https://doi.org/10.4324/9781003491408-9

Simovska, V. & Primdahl, N. L. (2025). School Wellbeing Unveiled: Insights from a Systematic Literature Review. Health Education. Advance online publication. https://doi.org/10.1108/HE-08-2025-0131

Carlsson, M. S. & Lysgaard, J. A. (2025). Sustainability in education. Paper presented at NERA 2025.

Søndergaard, D. M. (2025). The Thrill of Policing Gender via Bullying and Humor. In E. Payne & M. J. Smith (Eds.), Queer Kids and Social Violence: The Limits of Bullying (pp. 225-251). University of Minnesota Press.

Madsen, C. D. & Kousholt, D. (2025). Udvikling af fællesskabende praksisser i skole og fritid.

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.

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

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.

Carlsson, M. S. & Lysgaard, J. A. (2024). Bæredygtighed i uddannelse og pædagogik. Aarhus Universitetsforlag. Pædagogisk Indblik No. 25 https://dpu.au.dk/viden/paedagogiskindblik/baeredygtighed-i-uddannelse-og-paedagogik

Christensen, T. W., Clubb, G. (Ed.), Scrivens, R. (Ed.) & Islam, M. (Ed.) (2024). Being a former becoming a mentor and the value of using formers in exit work. In G. Clubb, R. Scrivens & M. Islam (Eds.), Former Extremists: Roles in Preventing and Countering Violence (pp. 58-77). Oxford University Press. https://fdslive.oup.com/www.oup.com/academic/pdf/openaccess/9780197765074.pdf

Christensen, T. W., Lindekilde, L., Sivenbring, J., Bjørgo, T., Gjelsvik, I. M., Solhjell, R., Haugstvedt, H., Malmros, R. A., Kangasnniemi, M. & Kallio, H. (2024). “Being a Risk” or “Being at Risk”: Factors Shaping Negotiation of Concerns of Radicalization within Multiagency Collaboration in the Nordic Countries. Democracy and Security , 20(1), 1-24. https://doi.org/10.1080/17419166.2023.2220117

Simovska, V. & Primdahl, N. L. (2024). Conceptualisations of Wellbeing in Schools: Insights from a Literature Review. Abstract from ECER 2024, Nicosia, Cyprus.

Kousholt, D. (2024). Det nationale center for PPR-forskning retter fokus på samarbejde om udvikling af pædagogisk praksis i dagtilbud og skole. Audiologopædisk Tidsskrift, 2024(12). https://alf.dk/audiologopaedisk-tidsskrift/det-nationalt-center-for-ppr-forskning-retter-fokus-paa-samarbejde-om-udvikling-af-paedagogisk-praksis-i-dagtilbud-og-skole/

Stilling Olesen, J. & Gregersen, M. T. (2024). Elitesportsforældre som en intensiv forældrestil: et etnografisk studie af hvordan forældre samstemmer opdragelse i to danske elitefodboldklubber . Nordiske Udkast, 52(2), 1-22. Article 2. https://tidsskrift.dk/nu/article/view/152906/195443

O’Toole, C. & Simovska, V. (2024). Embodying wellbeing in education: Cultivating wholeness and flourishing for all. Paper presented at Embodied Education, Copenhagen, Denmark.

Carlsson, M. S. (2024). En whole school-tilgang til bæredygtig omstilling og dannelse på de danske højskoler. In J. Schønau & M. H. Richter (Eds.), På gyngende grund : bæredygtig dannelse i et højskoleperspektiv (pp. 197-212). Forlaget Højskolerne.

Madsen, C. D. & Kousholt, D. (2024). Eskalerende skolevanskeligheder og Kamillas vej tilbage til skolen. Pædagogisk Psykologisk Tidsskrift, 61(2), 46-55.

Kousholt, D. & Juhl, P. (2024). Etiske fordringer og dilemmaer i forskning med børn og familier: Situeret etik i praksisforskning. Nordiske Udkast, 51(2 (2023)), 32-61. https://doi.org/10.7146/nu.v51i2.143081

Nielsen, J. C., Stilling Olesen, J., Plauborg, H., Simovska, V. & Søndergaard, D. M. (2024). Exploring educational (un)readiness through the concepts of dispositive, assemblage and actor-network. Human Arenas, 7(4), 761-777. https://doi.org/10.1007/s42087-022-00284-9

Jørgensen, N. J., Dannesboe, K. I., Kousholt, D., Clemensen, N. & Winther, I. W. (2024). Familieliv i krise og forandring. Betydningen af pandemi og klimaforandringer for forældreskabsidealer i Danmark. Barn – Forskning om barn og barndom i Norden, 42(1), 6–21. https://doi.org/10.23865/barn.v42.5742

Kousholt, D., Hviid, P. & Borring, C. G. (2024). Forebyggelsens dilemmaer og muligheder. Pædagogisk Psykologisk Tidsskrift, 61(04), 3-6.

Kousholt, D. & Petersen, K. E. (Ed.) (2024). Forskningsetik i praksis. Nordiske Udkast, 51(2), 1-3.

Kolmos, M., Winther-Lindqvist, D. A., Nielsen, A. M. & Kousholt, D. (2024). Green transition as world-care in Early Childhood Education and Care. In Abstract book : Sustainability from the Start OMEP.

Carlsson, M. S., Torres, I. & Mickelsson, M. (2024). Guest editorial: Social justice, equity and agency: global challenges linking health, well-being and sustainability education. Health Education, 124(3/4), 137-141. https://doi.org/10.1108/HE-07-2024-152

Mørck, L. L., Petersen, S., Madsen, M. B. & Styrbæk Kensmark, C. (2024). Hillerød-modellen: Brobygning, netværk og fællesskabelse arrangeret som (SSP-)samarbejde. Nordiske Udkast, Årgang 52(2), 1-29. Article årgang 52, nr. 2. https://tidsskrift.dk/nu/article/view/152908/195446

Christensen, T. W. (2024). Institutionelle logikker. In M. Tøttrup Thygesen & C. Kehlet Ebbrecht (Eds.), Radikalisering og ekstremisme: Samfundsfaglige og psykologiske perspektiver Systime.

Kousholt, D. & Madsen, C. D. (2024). Læreres samarbejde med PPR. In K. Bagge Kousholt & T. L. Mardahl-Hansen (Eds.), Læreren som udforskende praktiker: Pædagogisk-psykologiske perspektiver på det lærerfaglige arbejde (pp. 314-339). Hans Reitzels Forlag.

Kousholt, D. (2024). Parenting in times of crisis? Conceptualizing care practices in families in relation to climate change and demands for more sustainable living . Paper presented at ISTP: international society for theoretical psychology 2024: , Belgrade, Serbia.

Christensen, T. W. (2024, May 14). Pårørende til radikaliserede famler rundt efter hjælp. https://www.kommunen.dk/artikel/paaroerende-til-radikaliserede-famler-rundt-efter-hjaelp

Simovska, V. (2024). Past reflections and Future Horizons. EERA. https://blog.eera-ecer.de/

Mørck, L. L. & Adnan Aiche , W. (2024). Preventive Social Work and Collective Transformative Agency: Preventing Riots in the Wake of Rasmus Paludan’s Burning of the Quran . In Violent extremism : A Nordic Outlook (pp. 187-206). Lexington Books.

Kristensen, R. M., Dadaczynski, K., Okan, O. & Simovska, V. (2024). Relationships between COVID-related health literacy, mental health and workload of school leaders. Health Education Journal, 83(1), 14-28. https://doi.org/10.1177/00178969231211853

Rasmussen, P., D'warte, J., Gannon, S., Hansen, H. R., Jacobs, R., Skaaning Knage, F., Naidoo, L. & Søndergaard, D. M. (2024). ‘Reworldings’: Exploring perspectives on the future from Danish and Australian youth during COVID-19. Journal of Youth Studies, 27(8), 1151-1168. https://doi.org/10.1080/13676261.2023.2206951

Kousholt, D. (2024). Samarbejde med forældre om børns sociale skoleliv. In K. Bagge Kousholt & T. L. Mardahl-Hansen (Eds.), Læreren som udforskende praktiker: Pædagogisk- psykologiske perspektiver på det lærerfaglige arbejde (pp. 226-261). Hans Reitzels Forlag.

Carlsson, M. S. (2024). Schools addressing health, wellbeing and sustainability challenges: a literature review of perspectives on social justice, equity and agency. Health Education, 124(3/4), 142-159. https://doi.org/10.1108/HE-12-2023-0121

Simovska, V., Magne, J. & Carlsson, M. S. (Eds.) (2024). Sundhedspædagogik i sundhedsfremme. (2 ed.) Gad.

Simovska, V., Magne, J. & Carlsson, M. S. (2024). Sundhedspædagogik og Sundhedsfremme: Principper og sammenhænge. In V. Simovska, J. Magne & M. Carlsson (Eds.), Sundhedspædagogik i sundhedsfremme (2 ed., pp. 15-42). Gad.

Displaying results 1 to 50 out of 715

Revised 05.08.2022

Knud Holt Nielsen