Publications from the researchers in the programme

Publications

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Moos, L. (2020). Denmark: Contracts in Danish Educational Goverance. In H. Ärlestig & O. Johansson (Eds.), Educational Authorities and the Schools: Organisation and Impact in 20 States (pp. 19 - 36). Springer.

Moos, L. (2020). Folkeskolen: folkets skole? In K. Bønløkke Braad & B. Jakobsen (Eds.), Undervisningskompetence: en grundbog til læreruddannelsen (pp. 21-36). Samfundslitteratur.

Moos, L. (2020). Discourses on Governance of the Teaching Profession. Studia Paedagogica, 25(2), 11-22. https://doi.org/10.5817/SP2020-2-1

Moos, L. (2020). Introduction to Discourse and Systems og Educational Leadership in Europe. In L. Moos, N. Alfirevic, J. Pavicic, A. Koren & L. N. Cacija (Eds.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (pp. 1-15). Palgrave Macmillan.

Moos, L. (2020). Denmark Report: Educational Leadersahip Between Two Discourse. In L. Moos, N. Alfirevic, J. Pavicic, A. Koren & L. N. Cacicija (Eds.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (pp. 59-71). Palgrave Macmillan.

Moos, L. (2020). Discussion: The Space for Manoeuvre Between Autonomy and Autocracy. In L. Moos, N. Alfierevic, J. Pavicic, A. Koren & L. N. Cacija (Eds.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (pp. 167-184). Palgrave Macmillan.

Moos, L., Alfirevic, N., Pavicic, J., Koren, A. & Cacija, L. N. (Eds.) (2020). Educational Leadership, Improvement and Change: Discourse and Systems in Europe . Palgrave Macmillan. https://doi.org/10.1007/978-3-030-47020-3

Moos, L., Alfirevic, N., Pavicic, J., Koren, A. & Cacija, L. N. (Eds.) (2020). Educational leadership, improvement and change: discourses and systems in Europe. Palgrave Macmillan. Palgrave Studies on Leadership and Learning in Teacher Education

Moos, L., Nihlfors, E. & Paulsen, J. M. (Eds.) (2020). Editorial. The Critical Potential of Nordic School Leadership Research: Fundamental but often Forgotten Perspectives. Research in Educational Administration & Leadership, 5(2), 330-341. https://dergipark.org.tr/tr/download/article-file/1323862

Moos, L., Nihlfors, E. & Paulsen, J. M. (Eds.) (2020). Re-centering the critical potential of Nordic school leadership research: fundamental, but often forgotten perspectives. Springer. Educational Governance Research No. 14 https://doi.org/10.1007/978-3-030-55027-1

Moos, L., Nihlfors, E. & Paulsen, J. M. (2020). Re-centering Critical Potentials of Nordic Leadership Research: discussion. In L. Moos, E. Nihlfors & J. Merok Paulsen (Eds.), Re-centering the critical potential of Nordic school leadership research: fundamental, but often forgotten perspectives (pp. 233-247). Springer.

Moos, L. & Krejsler, J. B. (2021). Nordic School Policy Approaches to Evidence, Social Technologies and Transnational Collaboration. In J. B. Krejsler & L. Moos (Eds.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (pp. 3-26). Springer. https://doi.org/10.1007/978-3-030-66629-3, https://doi.org/10.1007/978-3-030-66629-3_1

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

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.

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

Madsen, M. (2019). Entangled simplicities: a metricography on 'relevance' and 'graduate employability' configurations in Danish university education. Århus Universitet.

Madsen, M. (2021). The configurative agency of metrics in education: a research agenda involving a different engagement with data. Journal of Education Policy, 36(1), 64-83. https://doi.org/10.1080/02680939.2019.1682679

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

Madsen, M. (2020). Post-humanist critical university ethnography: the potential of a critical-creative reconfiguration of critique. In C. Wieser & A. Pilch Ortega (Eds.), Ethnography in Higher Education (pp. 53-71). Springer. https://link.springer.com/book/10.1007/978-3-658-30381-5

Laursen, R. (2020). Does the Combination of Professional Leadership and Learning Management Systems Signal the End of Democratic Schooling? Research in Educational Administration and Leadership (REAL), 5(2), 342-374. https://doi.org/10.30828/real/2020.2.2

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.

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

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

Lapina, L. & Vertelyté, M. (2020). “Eastern European”, Yes, but How? Autoethnographic Accounts of Differentiated Whiteness. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 237-250. https://doi.org/10.1080/08038740.2020.1762731

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.

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

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.

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

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.

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. (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"

Krejsler, J. B. (2019). Engager dig i kulturkampen om evidens og viden der virker! Om sandhedsregimer og kunsten at manøvrere med flydende betegnere. In D. D. Christoffersen & K. S. Petersen (Eds.), Er der evidens for evidens? (pp. 21). Samfundslitteratur. https://www.statsbiblioteket.dk/au/?locale=da#/search?query=recordID:"sb_6425985"

Krejsler, J. B. (2019). At analysere med Gilles Deleuze: En rejse i nomadebegreber, tilblivelser og kontrolsamfund. Nyt fra Samfundsvidenskaberne. Umulige Tænkere

Krejsler, J. B. (2021). The 'Grand Simulation' and Dreams of Success by Assessment: Baudrillardian reflections on (trans-)national school policy. Journal of Education Policy, 36(1), 24-43. https://doi.org/10.1080/02680939.2019.1664766

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.

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.

Krejsler, J. B. (2019). Changing university discourses, changing spaces for academics: reconfiguring external conditions for being an academic subject. In S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. W. Ørberg (Eds.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (pp. 215-238). Springer.

Krejsler, J. B. (2019). Academic subjectivities at stake: different university contexts, different responses to reform . In S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. W. Ørberg (Eds.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (pp. 239-257). Springer.

Krejsler, J. B. (2020). Skolen som simulation og dannelsesaktivisten: om kunsten at tænke anderledes. In E. Jensen & O. Løw (Eds.), Hvorfor går børn i skole? (pp. 95-106). Akademisk Forlag.

Krejsler, J. B. (2020). The Nordic Educational Research Association, the Nordic Dimension and Challenges of Open Access: President’s Opening Speech at NERA’s 48th Congress in Turku. Nordic Studies in Education, 40(2), 98-102. https://doi.org/10.23865/nse.v40.2275

Krejsler, J. B. (2020). Imagining school as standards-driven and students as career-ready! a comparative genealogy of us federal and european transnational turns in education policy. In G. Fan & T. S. Popkewitz (Eds.), Handbook of education policy studies: School/University, Curriculum, and Assessment, Volume 2 (Vol. 2, pp. 351-383). Springer. https://doi.org/10.1007/978-981-13-8343-4_19

Krejsler, J. B. & Moos, L. (2020). Evidens, modernisering, dannelse... og håbet om globalt fællesskab. In J. D. Bøje & P. H. Raae (Eds.), Transformationer? Modernisering og professionalisering i Norden: Et festskrift til Katrin Hjort (Vol. 116-2020, pp. 131-149). Institut for Kulturvidenskaber, Syddansk Universitet.

Krejsler, J. B. (2021). Multitude, weaponize ye theories of globalization! Deleuzian strategies to affirm diversity vs predatory capitalism and nationalisms . Discourse: Studies in the Cultural Politics of Education, 42(5), 796-811. https://doi.org/10.1080/01596306.2020.1843117

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.

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

Krejsler, J. B. (2021). Skolen og den transnationale vending: Dansk uddannelsespolitik og dens europæiske og angloamerikanske forbindelser. Nyt fra Samfundsvidenskaberne.

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). 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

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/

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

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