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Danish School of Education

Publications

The research programme Future technology, culture and learning processes publications

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Nickelsen, N. C. M. (2013). The sociomateriality of balancing: The promises of welfare technology. Implementation of feeding assistance robots in disability care. In I. Jensen, J. D. Scheuer & J. D. Rendtorff (Eds.), The balanced company : organizing for the 21. century (pp. 151-174). Ashgate.

Palludan, C., Dannesboe, K. I., Kryger, N. & Ravn, B. (2010). The social world of childrens homework. International Journal about Parents in Education, 4(1), 11-22.

Dannesboe, K. I., Palludan, C., Kryger, N. & Ravn, B. (2010). The social world of children's homework. International Journal of Parents in Education, 4(1), 11-22.

Nørgård, R. T., Grant, B. & Bosanquet, A. (2023). The slow scholar in the accelerated university. Paper presented at SOLIDARITY AND THE UNIVERSITY, Gdansk , Poland.

Nørgård, R. T., Bosanquet, A. & Grant, B. (2024). The slow scholar in the accelerated university: Slowness as solidarity. In The Contemporary Scholar in Higher Education: Forms, Ethos and World View (pp. 133-153). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-59435-9_7

Lieberoth, A. (2012). The science of memory - and how it should affect design of games for outside education. In Eco-education handbook: Research in and experience with Teaching/Learning Methods (pp. 9-13). Children and Youth Department, Aarhus Municipality, Denmark..

Juelskjær, M., Staunæs, D. & Ratner, H. G. (2013). The return of the Freudian Couch®: managing affectivity through technologies of comfort. International Journal of Qualitative Studies in Education, 26(9), 1132-1152. https://doi.org/10.1080/09518398.2013.816885

Nickelsen, N. C. M. (2019). “There is no wire between them”: cross-sector telecare as fitting different ideas of ‘good’ . Paper presented at ProPel 2019: Professional, Practice, Education and Learning, Technical University, Sydney, Australia.

Esbensen, G. L. & Schilhab, T. (2024). The Promises and Perils of Danish Nature App Developers. In Routledge Handbook of Mobile Technology, Social Media and the Outdoors (pp. 205-215). Routledge. https://doi.org/10.4324/9781003367536-21

Bøttcher, L. (2009). The Power of Motives. The dialectical relations between neurobiological constraints and activity in child development. In M. Hedegaard, M. Fleer & J. Tudge (Eds.), Childhood Studies and the impact of globalisation: policies and practices at global and local levels.: World Yearbook of education 2009 (1 ed., pp. 108-122). Routledge.

Ratner, H. F. (2025). The politics of data visualizations. Introduction to special issue. Discourse, 46(3), 293-306. https://doi.org/10.1080/01596306.2025.2500131

Nørgård, R. T. & Whitton, N. (Eds.) (2024). The playful university: Philosophy, pedagogy, politics and principles. Routledge. https://doi.org/10.4324/9781003354956

Nørgård, R. T. & Moseley, A. (2021). The Playful Academic: An editorial. Journal of Play in Adulthood, 3(1), 1-8. https://doi.org/10.5920/jpa.954

Bruun, M. H., Wahlberg, A., Douglas-Jones, R., Hasse, C., Høyer, K. L., Kristensen, D. B. & Winthereik, B. R. (Eds.) (2022). The Palgrave Handbook of the Anthropology of Technology. Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8

Nørgård, R. T. (2021). Theorising hybrid lifelong learning. British Journal of Educational Technology, 52(4), 1709-1723. https://doi.org/10.1111/bjet.13121

Nickelsen, N. C. M. & Elkjær, B. (2015). The nurse as paradoxically accountable case manager: shifting tasks and boundaries in telemedicine. Paper presented at Researching Work & Learning, Singapore, Singapore. http://www.rwl2015.com/abstracts-01.html

Lieberoth, A. (2020). The need for fair controls and factorial tests in behavioral research: Studying gamification in a time of surveillance capitalism and tech-bullshit (invited keynote). Abstract from Gamifin, Finland.

Hasse, C. (2019). The multi-variation approach: Cross-case analysis of ethnographic fieldwork. Paladyn, 10(1), 219-227. https://doi.org/10.1515/pjbr-2019-0017

Schilhab, T., Allerup, P. & Fridgeirsdottir, G. (2010). The midwife case: do they "walk the talk"? Phenomenology and the Cognitive Sciences, 9(1), 1568-1572. http://springerlink.metapress.com/content/44782k5p7583405v/fulltext.pdf

Hasse, C., Trentemøller, S., Nissen, M. (Ed.), Mørck, L. L. (Ed.), Huniche, L. (Ed.), Motzkau, J. & Jefforson, A. M. (Ed.) (2009). The Method of Culture Contrast. Qualitative Research in Psychology, 6(1-2), 46-66.

Dannesboe, K. I. (2020). The Materialisation of School in Families' Everyday Lives. Children & Society, 34(2), 111-120. https://doi.org/10.1111/chso.12360

Hasse, C. (2015). The material co-construction of hard science fiction and physics. Cultural Studies of Science Education, 10(4), 921-940. https://doi.org/10.1007/s11422-013-9547-y

Nørgård, R. T. (2011). The Joy of Doing: The Corporeal Connection in Player-Avatar Identity. Paper presented at Philosophy of Computer Games 2011, Athen, Greece. http://gameconference2011.files.wordpress.com/2010/10/thejoy1.pdf

Nickelsen, N. C. M. (2008). The institutionalization of a routine. In The anatomy of change (1 ed., pp. 181-206). Copenhagen Business School Press.

Nickelsen, N. C. M. (2019). The infrastructure of telecare: Implications for nursing tasks and the nurse-doctor relationship. Sociology of Health and Illness, 41(1), 67-80. https://doi.org/10.1111/1467-9566.12781

Nickelsen, N. C. M. (2015). The infrastructure of psychological proximity: enactments of skillfulness in telemedicine. Paper presented at 4S Annual Meeting, Denver, Colorado, United States.

Nørby, S. (2014). The importance of memory loss for emotion, cognition, and behavior. Poster session presented at Comparative Perspectives on Autobiographical Memory, Aarhus, Denmark.

Bruun, M. H. (2016). The Importance of Cultural Learning Processes for the Study of Technology. Techné: Research in Philosophy and Technology, 20(3), 258–260. https://doi.org/10.5840/techne201620358

Lieberoth, A. (2017). The gamified self: the inevitable marriage of self-tracking to game thinking and the paraludic mindset. Abstract from AIAS conference: Metric culture, Aarhus, Denmark.

Bruun, M. H. (2018). The financialization of Danish cooperatives and the debasement of a collective housing good. Critique of Anthropology, 38(2), 140-155. https://doi.org/10.1177/0308275X18761960

Nickelsen, N. C. M. & Simonsen Abildgaard, J. (2022). The entwinement of policy, design and care scripts: providing alternative choice-dependency situations with care robots. Sociology of Health and Illness, 44(2), 451-468. https://doi.org/10.1111/1467-9566.13434

Ratner, H. F. & Schrøder, I. (2022). The emerging ethical plateau of predictive algorithms in the public administration of Danish child protective services. 1-25. Paper presented at Democracy & Digital Citizenship Conference Series, Roskilde, Denmark.

Grønbæk Pors, J. & Ratner, H. G. (2017). The emergence and workings of a process view in public education policy. International Journal of Management Concepts and Philosophy, 10(1), 16-31.

Wang, A. I. & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European Conference on Games Based Learning, ECGBL 2016 (pp. 737-748). Academic Conferences and Publishing International Limited.

Nørgård, R. T., Arndt, S. & Bengtsen, S. S. (2017). The defiant university: places of resistance and spaces for transgression in higher education. Abstract from The Purpose of the Future University, Aarhus, Denmark. http://tdm.au.dk/fileadmin/user_upload/12Book_of_abstracts.pdf

Bøttcher, L. (2019). The cultural nature of the zone of proximal development: young people with severe disabilities and their development of independence. In A. Edwards, M. Fleer & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 69-83). Springer. https://doi.org/10.1007/978-981-13-6826-4

Hasse, C. & Sinding, A. B. (2012). The cultural context of science education. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe : retrospective and prospective (1. ed., pp. 237-252). Brill | Sense.

Bruun, M. H., Jakobsen, G. S. & Krøijer, S. (2011). The concern for sociality-practicing equality and hierarchy in Denmark. Social Analysis, 55(2), 1-19. https://doi.org/10.3167/sa.2011.550201

Bøttcher, L. (2011). The cognitive development of children with spastic forms of Cerebral palsy. Paper presented at The 6th Permanent Training Course on Neurorehabilitation in Developmental Age, organized by the Italian Group for Childhood Cerebral Palsy (Gruppo Italiano Paralisi Cerebrali Infantili, GIPCI), , Firenze, Italy.

O'Doherty, D. & Ratner, H. G. (2017). The break-up of management: critique inside-out. Journal of Cultural Economy, 10(3), 231-236. https://doi.org/10.1080/17530350.2017.1312488

Nørgård, R. T. (2010). The Body under the Mask: Unveiling the corporeal practice of gamers. Paper presented at Under the Mask 2010: Perspectives on the Gamer, Luton, United Kingdom. http://underthemask.wdfiles.com/local--files/papers-2010/RNoergaard.pdf

Nørby, S. (2014). The benefits of forgetting in relation to emotion, cognition and behavior. Abstract from Comparative Perspectives on Autobiographical Memory, Aarhus, Denmark.

Laage-Thomsen, J., Ratner, H. F. & Schrøder, I. (2025). The beginning of AI-driven welfare? An inquiry into how public sector AI experiments shape the Danish welfare state. In Digitalization, Data and Welfare: Sociotechnical Approaches to Service Delivery (pp. 38-56). Edward Elgar Publishing. https://doi.org/10.4337/9781035338153.00010

Bruun, M. H. & Wahlberg, A. (2022). The Anthropology of Technology: The Formation of a Field. In The Palgrave Handbook of the Anthropology of Technology (pp. 1-33). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_1

Hasse, C. (2012). The anthropology of learning and cognition. In N. Seel (Ed.), The cognitive encyclopedia of the sciences of learning (pp. 255-261). Springer.

Hasse, C. (2013). The Anthropological Paradigm of Practice-Based Learning. In S. Billett & C. Harteis (Eds.), The International Handbook of Research in Professional and Practice-based learning (pp. 369-391). Springer.

Nørgård, R. T. & Bengtsen, S. S. E. (2021). The activist university and university activism – an editorial. Policy Futures in Education, 19(5), 507-512. https://doi.org/10.1177/14782103211026584

Nørgård, R. T. & Smedegaard Ernst Bengtsen, S. (2021). The activist university: Between practice and policy. SAGE Publications. Policy Futures in Education Vol. 19 No. 5 https://journals.sagepub.com/toc/pfea/19/5

Krawczyk, S., Holflod, K., Nørgård, R. T. & Hansen, E. A. (2025). “That’s Not Fair!”: Cultural Heritage, European Values, and Youth’s Societal Engagement at a Cultural Game Jam. Abstract from Central and Eastern Europe Game Studies conference 2025, Wrocław, Poland.

Hillesund, T., Schilhab, T. & Mangen, A. (2022). Text Materialities, Affordances, and the Embodied Turn in the Study of Reading. Reading Research Quarterly, 13, Article 827058. https://doi.org/10.3389/fpsyg.2022.827058

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Knud Holt Nielsen