Publications from the researchers in the programme

Publications

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.

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.

Krejsler, J. B. (2024). At analysere med Jean Baudrillard: Simulation, forførelse og hyperrealitet. Nyt fra Samfundsvidenskaberne.

Brøgger, K., Staunæs, D., Hvenegård-Lassen, K. & Lykke, N. (2024). At komme til viden. In D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (Eds.), Performative vendinger. Introduktion til nyere feministisk teori (pp. 613-614). Nyt fra Samfundsvidenskaberne.

Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT

Staunæs, D. & Vertelyté, M. (2024). Hopeful Things as Minor Interventions in Educational Atmospheres: A Diffractive Translation of Sara Ahmed’s ‘Happy Objects’ to Nordic Diversity Work. Reconceptualizing Educational Research Methodology, 15(1), 3-22. https://doi.org/10.7577/rerm.5865

Hvenegård-Lassen, K., Staunæs, D. & Khawaja, I. (2024). Intersektionalitet og racegørelse. In D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (Eds.), Performative vendinger: Introduktion til nyere feministisk teori (pp. 227-242). Nyt fra Samfundsvidenskaberne.

Staunæs, D. & Brøgger, K. (2024). Introduktion: Performative vendinger i nyere feministisk teori. Oversættelser og etisk-politiske overvejelser. In D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (Eds.), Performative vendinger: Introduktion til nyere feministisk teori (pp. 15-25). Nyt fra Samfundsvidenskaberne.

Brøgger, K. & Staunæs, D. (2024). Materie og betydning. In D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (Eds.), Performative vendinger: Introduktion til nyere feministisk teori (pp. 29-46). Nyt fra Samfundsvidenskaberne.

Krejsler, J. B. (2024). Metaspace: a Conceptual Tool to Capture the Nordic. In J. B. Krejsler (Ed.), Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe's Nordic Region (pp. 27-43). Routledge. https://doi.org/10.4324/9781032694252-4

Staunæs, D., Brøgger, K. & Hvenegård-Lassen, K. (Eds.) (2024). Performative vendinger: Introduktion til nyere feministisk teori. Nyt fra Samfundsvidenskaberne.

Brøgger, K. & Ydesen, C. (2024). The Crafting of a European Education Space and Europeanization: The role of the EU and the OECD. In S. Paoli & R. Ruppen (Eds.), Building Europe through Education: Actors, Spaces and Pedagogies in a Historical Perspective (pp. 147-167). Routledge. https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003247838-10/crafting-european-education-space-europeanization-katja-br%C3%B8gger-christian-ydesen

Allhutter, D., Bargetz, B., Brøgger, K., Cielemęcka, O., Meissner, H., M. González Ramos, A., Revelles Benavente, B., Rogowska-Stangret, M., Staunæs, D., Stark, W. & Thiele, K. (2024). The Politics of Feminist New Materialisms: Insights from Experimenting with Academic Practices. In F. Colman & I. van der Tuin (Eds.), Methods and Genealogies of New Materialisms (pp. 384-406). Edinburgh University Press.

Vertelyté, M. & Staunæs, D. (2023). Affektive investeringer i dansk antiracistisk pædagogik, Tidsskrift for Uddannelsesvidenskab, 2. https://doi.org/10.7146/djes.v2i.136517

Krejsler, J. B. (2023). Danish School Policy: Remaining Nordic whilst going transnational. In J. B. Krejsler & L. Moos (Eds.), School Policy Reform in Europe: Exploring transnational alignments, national particularities and contestations (pp. 27-46). Springer. https://doi.org/10.1007/978-3-031-35434-2_2

Brøgger, K., Degn, L. & Smedegaard Bengtsen, S. (2023). Danish University Governance and Reforms Since the Millennium: The Self-Governing University Between State and Institutions, the National and the Global . Scandinavian Journal of Public Administration, 27(1), 9-28. https://doi.org/10.58235/sjpa.v27i1.11335

Moos, L. & Krejsler, J. B. (2023). Discussion: The importance of context in european school policy reforms. In J. B. Krejsler & L. Moos (Eds.), School Policy Reform in Europe: Exploring transnational alignments, national particularities and contestations (pp. 303-327). Springer. https://doi.org/10.1007/978-3-031-35434-2

Staunæs, D. & Vertelyté, M. (2023). Diversitetsarbejde som mikrointerventioner i stemninger, forhåbningsfyldte ting og sans for racialisering. In I. Khawaja & L. Lagermann (Eds.), (Farve-)blinde vinkler : om racialisering, ulighed og andetgørelse i pædagogisk praksis (pp. 259-280). Nyt fra Samfundsvidenskaberne.

Clark, K. & Vertelyté, M. (2023). Educational Challenges for Nordic Exceptionalism: Epistemic Injustice in the absence of Antiracist Education. In E. Lund Engebretsen & M. Liinason (Eds.), Transforming Identities in Contemporary Europe: Critical Essays on Knowledge, Inequality and Belonging (pp. 33-50). Routledge. https://doi.org/10.4324/9781003245155-3

Vertelyté, M. (2023). "Have we lost our Sense of Humor?!”Affective Senses of Racial Joking in Danish Schools. Social Identities, 29(2), 205-219 . https://doi.org/10.1080/13504630.2023.2208067

Khawaja, I., Staunæs, D. & Vertelyte, M. (2023). How Racial Matter Comes to Matter: Memory Work, Animacy and Childhood Dolls. Body and Society, 29(3), 29-54. https://doi.org/10.1177/1357034X231189178

Krejsler, J. B. (2023). Leg som attitude til livet eller rovdrift på selvet? med Kafka som optik. In H. Knudsen, J. E. Kristensen & J. B. Nielsen (Eds.), Leg på spil i pædagogik og uddannelse (pp. 319-334). Akademisk Forlag.

Brøgger, K. & Moscovitz, H. (2023). New Nationalisms, Geopolitical Shifts and the Politics of Scaling in European Higher Education Policy Research.

Staunæs, D. & Vertelyté, M. (2023). Normkritik som en affektiv og responsiv pædagogik. Unge Pædagoger, 2023(2), 5-16.

Brøgger, K. (2023). Post-Cold War Governance Arrangements in Europe: the University between European integration and rising nationalisms. Globalisation, Societies and Education, 21(2), 278–292. https://doi.org/10.1080/14767724.2022.2075832

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

Krejsler, J. B. (2023). Teacher Education in the Nordic Remake: How transnational policymaking transforms regional collaboration. In E. Elstad (Ed.), Teacher Education in the Nordic Region: Challenges and opportunities (pp. 339-357). Springer. https://doi.org/10.1007/978-3-031-26051-3_14

Krejsler, J. B. (2023). The Nordic Dimension as a Metaspace for Educational Research. Nordic Studies in Education, 43(1), 8-24. https://doi.org/10.23865/nse.v43.5421

Krejsler, J. B. (2023). The Nordic Dimension in Education - Between Myth and Reality: (Editorial). Nordic Studies in Education, 43(1), 1-7. https://doi.org/10.23865/nse.v43.5420

Degn, L., Madsen, M. & Brøgger, K. (2023). Translating Quality Criteria in University Accreditation. Journal of Accounting & Organizational Change, 19(4), 588-602. https://doi.org/10.1108/JAOC-02-2022-0030

Staunæs, D., Raffnsøe, S. & Bank, M. (2022). Affirmative Critique. Ephemera: Theory & politics in organization, 22(3), 183-217. http://www.ephemerajournal.org/contribution/affirmative-critique

Brøgger, K. & Madsen, M. (2022). An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy, 37(6), 925-943. https://doi.org/10.1080/02680939.2021.1938239

Brøgger, K. & Moscovitz, H. (2022). An International Institution Embedded in the Nation-State: moving beyond the “either/or” paradigm of the globalization and (re) nationalization of the modern university. Global Perspectives, 3(1), Article 56932. https://doi.org/10.1525/gp.2022.56932

Madsen, M. (2022). Competitive/comparative governance mechanisms beyond marketization: A refined concept of competition in education governance research. European Educational Research Journal, 21(1), 182-199. https://doi.org/10.1177/1474904120958922

Krejsler, J. B. (2022). Kafkamaskinen, hyperrealitet og indadgroende fedme! Eksperimenter i negativ analyse med affirmativ fantasi. Dansk Pædagogisk Tidsskrift, 2022(2). https://dpt.dk/temanumre/2022-2/kafkamaskinen/

Cone, L., Brøgger, K., Berghmans, M., Decuypere, M., Förschler, A., Grimaldi , E., Hartong, S., Hillman, T., Ideland, M., Landri , P., van de Oudeweetering, K., Player-Koro , C., Rensfeldt, A. B., Rönnberg, L., Taglietti, D. & Vanermen, L. (2022). Pandemic Acceleration: Covid-19 and the emergency digitalization of European education. European Educational Research Journal - EERJ, 21(5), 845-868. https://doi.org/10.1177/14749041211041793

Brøgger, K. (2022). Post-Cold-War governance arrangements in European higher education and research: Escaping methodological nationalism and methodological globalism in the vortex of geo-political pressures. Paper presented at European Consortium of Political Research (ECPR). General Conference 2022, Innsbruck, Austria.

Larson, A. & Cort, P. S. (2022). Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. International Journal of Lifelong Education, 41(1), 91-106. https://doi.org/10.1080/02601370.2022.2030422

Vertelyté, M. (2022). 'Why are they not friends?': Unpacking Youth Racialization in Denmark. Nordic Journal of Social Research, 13(1), 10-22. https://doi.org/10.18261/njsr.13.1.2

Brøgger, K. (2021). A specter is haunting European higher education: the specter of neo-nationalism. In V. Bozalek, M. Zembylas, S. Motala & D. Hölscher (Eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (pp. 63-75). Routledge. https://www.routledge.com/Higher-Education-Hauntologies-Living-with-Ghosts-for-a-Justice-to-come/Bozalek-Zembylas-Motala-Holscher/p/book/9780367527846

Plotnikof, M. (2021). Coronakrisens nødinnovationer og mellemtidsrum. Asterisk (magasin), 94, 34-35.

Bormann, I., Brøgger, K., Lazarová, B. & Pol, M. P. (2021). COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems. European Educational Research Journal, 20(5), 610–635. https://doi.org/10.1177/14749041211031356

Krejsler, J. B. & Moos, L. (2021). Danish – and Nordic – School Policy: Its Anglo-American Connections and Influences. In J. B. Krejsler & L. Moos (Eds.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (pp. 129-151). Springer. https://doi.org/10.1007/978-3-030-66629-3, https://doi.org/10.1007/978-3-030-66629-3_7

Moos, L. & Krejsler, J. B. (2021). Denmark: Contracts and Evidence-Based Best Practice. In J. B. Krejsler & L. Moos (Eds.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (pp. 29-46). Springer. https://doi.org/10.1007/978-3-030-66629-3, https://doi.org/10.1007/978-3-030-66629-3_2

Krejsler, J. B. & Moos, L. (2021). Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies? In J. B. Krejsler & L. Moos (Eds.), Educational Governance Research: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (pp. 237-254). Springer.

Moos, L. (2021). Faglig ledelse er en vigtig del af skolelederens arbejdsopgaver. In H. Rander & E. Weinreich (Eds.), Ny faglig ledelse (pp. 51-70). Samfundslitteratur.

Vertelyté, M. & Staunæs, D. (2021). From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education. Nordic Journal of Studies in Educational Policy, 7(3), 126-135. https://doi.org/10.1080/20020317.2021.2003006

Rasmussen, P., Milana, M., Vatrella, S. & Larson, A. (2021). Knowledge production, public media and adult education and learning: how the OECD’s PIAAC survey enters the press discourse in Italy and Denmark. In J. Walker, G. Maestrini & S. Smythe (Eds.), Proceedings of Adult Education in Global Times (pp. 416-421). Canadian Association for the Study of Adult Education. https://www.dropbox.com/s/8yn7ughzz920x21/2021_CASAE_Proceedings.pdf?dl=0

Brøgger, K. & Madsen, M. (2021). Kvalitet, relevans og effektivitet på universiteterne - om statslig styring af selvejende universiteter gennem magtfulde policy-instrumenter. Dansk Pædagogisk Tidsskrift, (3). https://dpt.dk/temanumre/2021-3/kvalitet-relevans-og-effektivitet-pa-universiteterne/

Holm, E. F. (2021). Lederen skal have blik for sine selvledende medarbejdere: ledelse i en coronatid. Asterisk (magasin), 96, 19-21. http://www.e-pages.dk/aarhusuniversitet/2372/

Displaying results 1 to 50 out of 154

Knud Holt Nielsen

Danish School of Education

Publications from the researchers in the programme

Publications

For more information, see Google Scholar:

Katja Brøgger

Lise Degn

Miriam Madsen

Leif Moos

Mie Plotnikof

Dorthe Staunæs