Publications from the researchers in the programme

Publications

Plotnikof, M. & Pedersen, A. R. (2019). Exploring resistance in collaborative forms of governance: Meaning negotiations and counter-narratives in a case from the Danish education sector. Scandinavian Journal of Management, 35(4), Article 101061. https://doi.org/10.1016/j.scaman.2019.101061

Moos, L. (2019). Fra en dannelsesdiskurs mod en læringsmålstyret diskurs. In L. Moos (Ed.), Glidninger: 'Usynlige' forandringer inden for pædagogik og uddannelser (pp. 40-65). Aarhus University. https://doi.org/10.7146/aul.312.211

Moos, L. (Ed.) (2019). Glidninger: 'Usynlige' forandringer inden for pædagogik og uddannelse. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.312.211

Brøgger, K. (2019). Governing Through Standards – The Faceless Masters of Higher Education: The Bologna Process, the EU and the Open Method of Coordination. Springer. Educational Governance Research Vol. 10 https://doi.org/10.1007/978-3-030-00886-4

Staunæs, D. (2019). 'Green with envy': affects and gut feelings as an affirmative, immanent, and trans-corporeal critique of new motivational data visualizations. In D. Staunæs, K. Brøgger & J. B. Krejsler (Eds.), Performative approaches to education reforms : exploring intended and unintended effects of reforms morphing as they move (pp. 65-77). Routledge.

Krejsler, J. B. (2019). How a European 'Fear of Falling Behind' Discourse Co-produces Global Standards: exploring the Inbound and Outbound Performativity of the Transnational Turn in European Education Policy. In C. Ydesen (Ed.), The OECD's Historical Rise in Education: the Formation of a Global Governing Complex (pp. 245-267). Article 10.1007/978-3-030-33799-5_12 Palgrave Macmillan.

Brøgger, K. (2019). How Education Standards Gain Hegemonic Power and become International: The case of higher education and the Bologna Process. European Educational Research Journal, 18(2), 158-180. https://doi.org/10.1177/1474904118790303

Staunæs, D., Brøgger, K. & Krejsler, J. B. (2019). Introduction: how reforms morph while they move : performative approaches to education and their un/intended effects. In D. Staunæs, K. Brøgger & J. B. Krejsler (Eds.), Performative approaches to education reforms : exploring intended and unintended effects of reforms morphing as they move (pp. 1-8). Routledge.

Mumby, D. & Plotnikof, M. (2019). Organizing power and resistance. In J. McDonald & R. Mitra (Eds.), Movements in organizational communication research: current issues and future directions (pp. 35-55). Routledge.

Krejsler, J. B. (2019). Pædagogisk kreativitet i manøvrerne mellem frihed og styring. In T. N. Rasmussen & K. L. Thomsen (Eds.), Frihed og ansvar i lærerens grundfaglighed (pp. 128-146). Kvan. https://www.statsbiblioteket.dk/au/?locale=da#/search?query=recordID:"sb_6419305"

Moos, L. (2019). På grænserne af didaktiske undersøgelsesfællesskaber. In A. von Ottingen & K. Thorgård (Eds.), Universitetsskolen: mellem forskning, uddannelse og skoleudvikling (pp. 205-214). Dafolo.

Staunæs, D., Brøgger, K. & Krejsler, J. B. (Eds.) (2019). Performative approaches to education reforms: exploring intended and unintended effects of reforms morphing as they move. Routledge.

Moos, L. (2019). Postludium: før den forlængede spilletid. In L. Moos (Ed.), Glidninger: 'usynlige' forandringer inden for pædagogik og uddannelser (pp. 202-222). Aarhus Universitet, DPU. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Glidninger.pdf

Moos, L. (2019). Præludium: opkridtning ad banen. In L. Moos (Ed.), Glidninger: 'usynlige' forandringer inden for pædagogik og uddannelser (pp. 7-39). Aarhus Universitet, DPU. https://doi.org/10.7146/aul.312.211

Larson, A. & Cort, P. (2019). Soft governance og voksenuddannelse: PIAAC som eksempel. In L. Moos (Ed.), Glidninger - usynlige forandringer inden for pædagogik og uddannelse (pp. 133-155). Aarhus Universitet, DPU. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Glidninger.pdf

Moos, L. (2019). Styring af skolens professionelle praksis. In T. Nørregaard Rasmussen & K. Lyngholm Thomsen (Eds.), Frihed og ansvar i lærernes grundfaglighed (pp. 114-127). Kvan. https://www.statsbiblioteket.dk/au/?locale=da#/search?query=recordID:"sb_6419305"

Krejsler, J. B. (2019). The 'fear of falling behind regime' embraces school policy: state vs federal policy struggles in California and Texas. In D. Staunæs, K. Brøgger & J. B. Krejsler (Eds.), Performative approaches to education reforms: exploring intended and unintended effects of reforms morphing as they move (pp. 49-64). Routledge.

Larson, A. & Cort, P. (2019). The marginalisation of popular education: 50 years of Danish adult education policy. In L. Tett & M. H. (Eds.), Resisting neoliberalism in education: local, national and transnational perspectives (pp. 181-194). Policy Press.

Brøgger, K. (2019). The performative power of (non)human agency assemblages of soft governance. In D. Staunæs, K. Brøgger & J. Benedicto Krejsler (Eds.), Performative approaches to education reforms: exploring intended and unintended effects of reforms morphing as they move (1st Edition ed., pp. 9-22). Routledge.

Rasmussen, P., Larson, A. & Cort, P. (2019). The Vocational Turn of Adult Education in Denmark: an analysis of adult education policy from the late 1990s. International Journal of Lifelong Education, 38(3), 254-267. https://doi.org/10.1080/02601370.2019.1586778

Vaaben, N. K. & Plotnikof, M. (2019). Tid til velfærd? tidsorganisering i velfærdsprofessionerne. Hans Reitzels Forlag.

Krejsler, J. B., Ulf, O. & Kenneth, P. (2018). Becoming fit for transnational comparability: exploring challenges in Danish and Swedish teacher education reforms. In E. Hultqvist, S. Lindblad & T. S. Popkewitz (Eds.), Educational Governance Research (pp. 93-111). Springer. https://doi.org/10.1007/978-3-319-61971-2_6

Plotnikof, M. & Graack-Larsen , J. (2018). Case om normkritisk pædagogik og ledelse: pædagogisk arbejde med (u)lige deltagelsesmuligheder. Lederliv, 1-8. http://www.lederliv.dk/artikel/case-om-normkritisk-p%C3%A6dagogik-og-ledelse

Plotnikof, M. & Bergmann, R. (2018). Case om samskabelse af tværsektorielle velfærdstilbud: et værdifuldt samarbejde? Lederliv, 1-9. http://www.lederliv.dk/artikel/case-om-samskabelse-af-tv%C3%A6rsektorielle-velf%C3%A6rdstilbud

Moos, L. (2018). Educating and leading for world citizenship: through tecnocratic homogenisation or communicative diversity? Nordic Journal of Comparative and International Education, 2(2-3), 7-24. https://doi.org/10.7577/njcie.2758

Krejsler, J. B. (2018). EuroVisions in school policy and the knowledge economy: a genealogy of the transnational turn in European school and teacher education policy. In N. Hobbel & B. L. Bales (Eds.), Navigating the common good in teacher education policy: critical and international perspectives (pp. 180-194). Routledge.

Moos, L. & Wubbels, T. (2018). General education: homogenised education for the globalised world? Zeitschrift für Erziehungswissenschaft, 21(2), 241-258. https://doi.org/10.1007/s11618-018-0809-z

Moos, L. (2018). Horizon 2020 as a tool for educational governance. Education journal, 1(2), 61-74. https://doi.org/10.31058/j.edu.2018.12005

Bergmann, R. & Plotnikof, M. (2018). Kald det kærlighed: når den grænseløse skole lykkes ved at mislykkes. In Er du på tværs? (pp. 108-132). Udgivet af Ungdomsringen.

Moos, L., Nihlfors, E. & Paulsen, J. M. (2018). Leading and organising education for citizenship of the world: through technocratic homogenisation or communicative diversity? Nordic Journal of Comparative and International Education, 2(2-3), 1-6. https://doi.org/10.7577/njcie.2891

Moos, L., Nihlfors, E. & Paulsen, J. M. (Eds.) (2018). Leading and organizing the education for citizenship of the world. Nordic Journal of Comparative and International Education Vol. 2 No. 2-3 https://doi.org/10.7577/njcie.2891

Moos, L. (2018). Når skolen bliver en forretning. In E. Taraldsen & E. Kanestrøm (Eds.), Marionetteskolen (pp. 57-82). Cappelen Damm Akademisk.

Amrouche, C., Breckenridge, J., Brewis, D. N., Buchiellaro, O., Hansen, M. B., Pedersen, C. H., Plotnikof, M. & Pullen, A. (2018). Powerful Writing. Ephemera: Theory & politics in organization, 18(4), 881-900. http://www.ephemerajournal.org/contribution/powerful-writing

Ulf, O., Kenneth, P. & Krejsler, J. B. (2018). Student centredness and learning from a perspective of history of the present. In E. Hultqvist, S. Lindblad & T. S. Popkewitz (Eds.), Educational Governance Research (pp. 185-196). Springer. https://doi.org/10.1007/978-3-319-61971-2_11

Muhr, S. L. & Plotnikof, M. (2018). Unblinding privilege: repoliticizing the idea(l)s of an equal society. M@n@gement, 21(3), 1107-1109. https://search-proquest-com.ez.statsbiblioteket.dk:12048/docview/2124409942/EED8060865794AC0PQ/1?accountid=14468

Krejsler, J. B. (2018). Vov at ville livet: også i skolen! Opfordring til glædes-strategier i et trist skolelandskab. In E. Taraldsen & E. Kanestrøm (Eds.), Marionetteskolen (pp. 125-151). Cappelen Damm Akademisk.

Krejsler, J. B. (2017). Capturing the ‘evidence’ and ‘what works’ agenda in education: a truth regime and the art of manoeuvring floating signifiers. In M. Y. Eryaman & B. Schneider (Eds.), Evidence and public good in educational policy, research and practice (pp. 21-42). Springer. https://doi.org/10.1007/978-3-319-58850-6

Moos, L. (Ed.) (2017). Dannelse: kontekster, visioner, temaer og processer. Hans Reitzels Forlag.

Krejsler, J. B. (2017). Dannelse, tilblivelsesaktivisme og den globale uorden: på jagt efter dannelse som pluralistisk patriotisme med plads til andethed. In L. Moos (Ed.), Dannelse: kontekster, visioner, temaer og processer (pp. 121-146). Hans Reitzels Forlag.

Cort, P. & Brøgger, K. (2017). Policy analyse: forskning i og for uddannelsespolitik. In A. K. Ljungdalh, J. A. Lysgaard & O. A. Tafdrup (Eds.), Uddannelsesvidenskab: en kritisk introduktion (pp. 175-198). Samfundslitteratur.

Plotnikof, M. (2016). Changing market values? Tensions of contradicting public management discourses. International Journal of Public Sector Management, 29(7), 659-674.

Brøgger, K. (2016). Du skal ville det, du skal: om de videregående uddannelsers nye tilskyndelsesøkonomi. Dansk Pædagogisk Tidsskrift, 2(Maj), 87-99.

Kenneth, P., Ulf, O., Popkewitz, T. S. & Krejsler, J. B. (2016). Framtiden som styrning: en genealogisk betraktelse av det utbildningsbara subjektet och pedagogisk teknologi under det tidiga 2000-talet. In G.-B. Wärvik, C. Runesdotter, E. Forsberg, B. Hasselgren & F. Sahlström (Eds.), Skola, lärare, samhälle: vänbok till Sverker Lindblad (pp. 105-130). Göteborgs Universitet. https://gupea.ub.gu.se/bitstream/2077/44282/2/gupea_2077_44282_2.pdf

Plotnikof, M. (2016). Letting go of Managing? Struggles over Managerial Roles in Collaborative Govenance. Nordic Journal of Working Life Studies.

Plotnikof, M. (2016). Meaning Negotiations of Collaborative Governance: A discourse-based ethnography. In Doing Organizational Ethnography (pp. 137-158). Routledge.

Krejsler, J. B. & Moos, L. (2016). Skolens sociale teknologier og styringslogikkerne bag: om formateringen af den moderne lærers handlerum. In S. Larsen (Ed.), Pædagogik og lærerfaglighed Hans Reitzels Forlag.

Plotnikof, M. (2015). Negotiating Collaborative Governance Designs: A Discursive Approach. The Innovation Journal, 20(3), 1-22.

Moos, L., Nihlfors, E. & Paulsen, J. M. (Eds.) (2015). Nordic superintendents: agents in a broken chain. Springer Science+Business Media. Educational Governance Research Vol. 2 https://doi.org/10.1007/978-3-319-25106-6

Moos, L. & Paulsen, J. M. (Eds.) (2014). School boards in the governance process. Springer Science+Business Media. Educational Governance Research No. 1

Brøgger, K. (2014). The Ghosts of Higher Education Reform: On the organisational processes surrounding policy borrowing . Globalisation, Societies and Education, 12(4), 520-541. https://doi.org/10.1080/14767724.2014.901905

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