Publications

The research programme Future technology, culture and learning processes publications

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Krause-Jensen, J. (2010). Values at work: ambivalent situations and human ressource embarrassment. Social Analysis: The International Journal of Anthropology, 54(3), 126-138.

Knoop, H.-H., Myszak, A. & Nørby, S. (2008). Væsentlige tendenser og teorier. In A. Myszak & S. Nørby (Eds.), Positiv psykologi: En introduktion til videnskaben om velvære og optimale processer (pp. 42-70). Hans Reitzels Forlag.

Knoop, H. H., Nørby, S. & Myszak, A. (2014). Væsentlige strømninger, teorier og emner. In S. Nørby & A. Myszak (Eds.), Positiv psykologi: En introduktion til videnskaben om velvære og optimale processer (2. ed., pp. 45-76). Hans Reitzels Forlag.

Holflod, K., Bayne, S. & Nørgård, R. T. (2026). Utopia, hope and desire in education futures. Arts and Humanities in Higher Education, 25(2), 192-207. https://doi.org/10.1177/14740222251412851

Krause-Jensen, J., Widstrand, E., Macek, I. & Jensie, A. (2024). Utbildningsutvärdering för kandidatprogrammet i antropologi vid Samhällsvetenskapliga fakulteten. https://www.gu.se/sites/default/files/2024-04/Bed%C3%B6marutl%C3%A5tande%20-%20Antropologprogrammet%20och%20frist%C3%A5ende%20kurser%20i%20antropologi.pdf

Elkjær, B. & Nickelsen, N. C. M. (2016). “Us Versus Them!” … Or …? Exploring Coordination practices as a Pathway to Sustainable Universities. Abstract from Creative University Conference (CUC), AAU, Aalborg, Denmark. http://www.creativeuniversity.aau.dk/digitalAssets/218/218703_creative-university---overview.pdf

Bøttcher, L. (2012). Using the child perspective to support children with severe impairments in becoming active subjects. In M. Hedegaard, C. Højholt & O. Ulvik (Eds.), Children, childhood, and everyday life: children's perspective (pp. 161-177). Information Age Publishing.

Lieberoth, A. (2021). Use of gaming to influence noncommunicable disease risks (Public Webinar on Video Games and Noncommunicable Diseases: Future Opportunities and Challenges). Abstract from Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Russian Federation.

Hasse, C. (2008). UPGEM-research. Poster session presented at EPWS annual conference 2008, Latvia.

Nickelsen, N. C. M. (2013). Upåagtede virkninger af modernisering af folkeskolen. In Arbejdslivets skyggesider (1. ed., pp. 130-151). Klim.

Caeli, E. N. & Yadav, A. (2020). Unplugged Approaches to Computational Thinking: a Historical Perspective. TechTrends, 64(1), 29-36. https://doi.org/10.1007/s11528-019-00410-5

Nørgård, R. T. & Aaen, J. H. (2019). University for the body: On the corporeal being of academic existence. Philosophy and Theory of Higher Education, 1(3), 175-199. Article 9. https://www.peterlang.com/fileasset/Journals/PTIHE032019_book.pdf

Nørgård, R. T., Burkle, M., Tait, A., Guri-Rosenblit , S. & Canals, L. (2018). Universities of the future: several perspectives on the future of higher education. International Journal of Educational Technology in Higher Education, 15(46). https://educationaltechnologyjournal.springeropen.com/universitiesofthefuture

Nørgård, R. T. (2025). Universitetspædagogikkens mangfoldighed og transformative potentiale: Nye veje for videregående uddannelser? Dansk Universitetspædagogisk Tidsskrift, 20(37), 1-6. https://doi.org/10.7146/dut.v20i37.153155

Juul, I. & Krause-Jensen, J. (2015). Universitet og arbejdsliv - en indledning. Tidsskrift for Arbejdsliv, 17(4), 5-10.

Hasse, C. (2012). Universitetet : med teknologiforståelse som forandringsagent: køn og stærk objektivitet i et Akademia på vej mod »den tredje kultur«. Social Kritik:Tidsskrift for social analyse & debat, 24(129), 54-62.

Nørgård, R. T. & Mathiesen, K. H. (2018). Undervisningsbaserede forskerkollektiver: Fra studenterundervisning til akademiske partnerskaber. Dansk Universitetspædagogisk Tidsskrift, 13(24), 82-103. https://tidsskrift.dk/dut/article/download/96762/153485/

Nørby, S. (2021). Undervisning og vejledning af depressionsramte studerende. Specialpaedagogik, 41(4), 5-25.

Bülow, M. W. & Nørgård, R. T. (2020). Underviseren som medskaber og designer: Hvordan kan vi gøre underviseren til central aktør i udviklingen af fremtidens digitale læremidler?. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/2A030D57-E07F-EA11-8436-00155D0B0940.pdf

Kjær, B. & Dannesboe, K. I. (2021). Ulighed, stigma og social retfærdighed: pædagogisk arbejde med børnehavebørn i udsatte positioner. . Pædagogisk Psykologisk Tidsskrift, 58(1), 50-61. https://www.skolepsykologi.dk/58--%c3%a5rgang-2021

Bøttcher, L. & Dammeyer, J. (2010). Udvikling hos børn med handicap. In Servicestyrelsen: eksempler på God Social Praksis Servicestyrelsen. http://www.servicestyrelsen.dk/filer/indberetning/9696.pdf

Bøttcher, L. (2024). Udredning ved mistanke om neuropsykiatriske forstyrrelser. In L. Bøttcher & J. Dammeyer (Eds.), Pædagogisk Psykologisk testning og udredning (pp. 185-200). Samfundslitteratur.

Schilhab, T. (2017, Mar 28). Uddannelse og dannelse ude. https://www.folkeskolen.dk/605509/uddannelse-og-dannelse-ude

Nørby, S. (2014). Udbytterig læring: om tre faktorer der befordrer langtidshukommelse. Pædagogisk Psykologisk Tidsskrift, 51(5/6), 67-79.

Krause-Jensen, J. & Martin, K. (2017). Trump: transacting trickster. Anthropology Today, 33(3), 5-8. https://doi.org/10.1111/1467-8322.12347

Krause-Jensen, J. (2017). Trimming the social body: an analysis of Lean management among family counsellors in a Danish municipality. Journal of Organizational Ethnography, 6 (2), 68-86. Article 1. https://doi.org/10.1108/JOE-01-2017-0005

Krause-Jensen, J. & Martin, K. (2018). Trickster's triumph: Donald Trump and the new spirit of capitalism . In B. Moeran & T. D. W. Malefyt (Eds.), Magical capitalism: enchantment, spells, and occult practices in contemporary economies (pp. 89-113). Palgrave Macmillan.

Danholt, P., Ratner, H. F. & Andersen, L. B. (2025). Tre forestillinger om AI i uddannelse og pædagogik: og deres alternativer. In Chatbots: Kritik og didaktik med kunstig intelligens i undervisningen (2 ed., Vol. 25, pp. 9-18). Unge Pædagoger. https://u-p.dk/vare/2025-nr-2/

Nickelsen, N. C. M. (2017). Transitions in care for the disabled: assistive robotics, tasks and responsitbilities. Paper presented at Researching Work and Learning Conference, Grahamstown, South Africa.

Bøttcher, L. (2014). Transition between home and school in children with severe disabilities: parent's possibilities for influenzing their children's learning environment. Learning, Culture and Social Interaction, 3(3), 195-201. https://doi.org/10.1016/j.lcsi.2014.02.011

Dannesboe, K. I. & Kjær, B. (2021). Tradition and Transformation in Danish Early Childhood Education and Care. In W. Pink (Ed.), Oxford Research Encyclopedia of Education Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1496

Bruun, M. H. (2015). Tracking Porters: Learning the Craft of Techno-Anthropology. In L. Botin, P. Bertelsen & C. Nøhr (Eds.), Techno-Anthropology in Health Informatics: Methodologies for improving human-technology relations (Vol. 215, pp. 67-79). IOS Press. https://doi.org/10.3233/978-1-61499-560-9-67

Ratner, H. G. (2020). Topologies of organization: Space in Continuous Deformation. Organization Studies, 41(11), 1513-1530. https://doi.org/10.1177/0170840619874464

Schilhab, T. (2011, Nov 25). Toldfrie tanker? http://ing.dk/artikel/124407-meta-science-toldfrie-tanker

Bruun, M. H. (2015). Til bords med robotten: Et teknoantropologisk feltarbejde blandt mennesker og robotter. Jordens Folk, 50(1-2), 52-59.

Scheuer, J. D. & Nickelsen, N. C. M. (2009). Tilblivelselsen af det Ny Nordiske Køkken. Psyke og Logos, 30(2), 695-713.

Dannesboe, K. I., Kjær, B. & Bach, D. (2020). Tid, tilpasning og konflikt: pædagogers møde med forældre. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 132-159). Frydenlund Academic.

Nissen, S. K., Dannesboe, K. I. & Iversen, S. N. (2025). Tidens betydning i pædagogiske institutioner. In S. K. Nissen, K. I. Dannesboe & S. Nørgaard Iversen (Eds.), Tidens betydning i pædagogiske institutioner Foreningen bag Udgivelsen af Dansk Paedagogisk Tidsskrift. https://dpt.dk/temanumre/2025-2/tidens-betydning-i-paedagogiske-institutioner/

Krause-Jensen, J. (2010). Tian Sørhaug: Managementalitet og autoritetens forvandling: ledelse i en kunnskapsøkonomi. Jordens Folk, 45(2), 45.

Balling, G., Begnum, A. C., Kuzmicova, A. & Schilhab, T. (2019). The young read in new places, the older read on new devices: A survey of digital reading practices among librarians and Information Science students in Denmark. Participations: Journal of Audience & Reception Studies, 16(1), 197-236.

Nørgård, R. T. & Bengtsen, S. S. (2018). The Worldhood University: design signatures and guild thinking. In S. Bengtsen & R. Barnett (Eds.), The Thinking University: a philosophical examination of thought and higher education (pp. 167-184). Springer Publishing Company.

Bengtsen, S. S. & Nørgård, R. T. (2017). The Worldhood university: things, places, designs, and thinking in dialogue. Abstract from The Purpose of the Future University, Aarhus, Denmark. http://tdm.au.dk/fileadmin/user_upload/12Book_of_abstracts.pdf

Hasse, C. (2019). The Vitruvian robot. AI & Society, 34(1), 91-93. https://doi.org/10.1007/s00146-017-0701-z

Karrebæk, M. S. & Ghandchi, N. (2014). 'The Very sensitive question': Political anxieties and the pedagogical structures of the language classroom. Paper presented at Securitisation, conflict and politics of Language Learning at Exploration in Ethnography, Language & Communication Conference , Manchester, United Kingdom.

Karrebæk, M. S. & Ghandchi, N. (2017). The very sensitive question: Chronotopes, insecurity and Farsi Heritage langugae classrooms. Pragmatics and Society, 8(1), 38-60. https://doi.org/10.1075/ps.8.1.03kar

Nørgård, R. T., Eriksson, E., Nilsson, E. M. & Yoo, D. (2022). The VASE Pedagogical Framework: Teaching for Values in Design in Higher Education. In R. Rocco, A. Thomas & M. Novas-Ferradás (Eds.), Teaching Design For Values: Concepts, Tools & Practices (pp. 194-217). TU Delft Open. https://doi.org/10.34641/mg.54

Nilsson, E. M., Barendregt, W., Eriksson, E., Hansen, A. M., Toft Nørgård, R. & Yoo, D. (2020). The Values Clustering Teaching Activity - a Case Study on Two Teachers' Appropriations of Open Educational Resources for Teaching Values in Design. In NordiCHI 2020 - Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society Article 98 Association for Computing Machinery. https://doi.org/10.1145/3419249.3421238

Hasse, C., Trentemøller, S. & Sorenson, J. (2018). The use of ethnography to identify and address ethical, legal, and societal (ELS) issues. In HRI 2018 - Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 393-394). Association for Computing Machinery. https://doi.org/10.1145/3173386.3173560

Wallace, J. (2008). The Use of Art Practice within Formal Design Structures: A Case Study and Framework. Design Principles and Practices: An International Journal, 2(1), 67-74.

Nørgård, R. T., Smedegaard Ernst Bengtsen, S. & Ess, C. M. (2020). The University of We: Value-Sensitive Design for an Ethical University. Knowledge Cultures, 8(1), 48-63. https://doi.org/10.22381/KC8120204

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Revised 03.02.2023

Knud Holt Nielsen