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Danish School of Education

Publications from the researchers in the programme

Publications

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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

Staunæs, D. & Nørgaard, C. (2024). Who is Afraid of Gender? Conversation with Judith Butler on Anxieties, Alliances across Differences and Hope for the Futures. Kvinder, Køn & Forskning, (1), 30-38. https://tidsskrift.dk/KKF/article/view/149702/193410

Vertelyté, M. (2024). Who Are Friends with Whom? Performative Boundary Work of Friendship in a Diverse Danish School. In N. Hammarén, L. Stretmo & B. Ivemark (Eds.), Migrant youth, schooling and identity: Perspectives and Experiences from Northern Europe. Nils Hammarén; Live Stretmo; Biörn Ivemark. Springer, 2022. (Young People and Learning Processes in Everyday Life). Springer.

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.

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

Moos, L. (Ed.) (2013). Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? Springer Science+Business Media. Studies in Educational Leadership Vol. 19

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

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

Staunæs, D. & Conrad, J. S. B. (2020). The will not to know: Data leadership, necropolitics and ethnic-racialised student subjectivities . In R. Niesche & A. Heffernan (Eds.), Theorising Identity and Subjectivity in Educational Leadership Research (pp. 126-140). Routledge.

Sofia, V., Carvalho, L. M., Krejsler, J. B. & Normand, R. (2025). The weakening publicness and democracy of public education and growing intervention of non-state actors in education governance: The case of Denmark, France, and Portugal. Swiss Journal of Educational Research, 47(2), 164-174. https://doi.org/10.24452/sjer.47.2.7

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

Brøgger, K. & Madsen, M. (2021). The Return to National Primacy in Higher Education?. Abstract from European Conference on Educational Research (ECER), Geneva (online), 2021.

Brøgger, K. (2020). The reclosing of the borders in European higher education? On the rise of neo-nationalism in Europe and European higher education. Paper presented at The European Consortium for Political Research (ECPR). 14th General Conference.

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.

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.

Blossing, U., Imsen, G. & Moos, L. (Eds.) (2013). The Nordic education model: 'A School for All' encounters neo-liberal policy. (1. ed.) Springer Science+Business Media. https://doi.org/10.1007/978-94-007-7125-3

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. (2024). The Nordic dimension in education - emerging from myths and realities. In J. B. Krejsler (Ed.), Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe's Nordic Region (pp. 3-23). Routledge. https://doi.org/10.4324/9781032694252-2

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

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

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.

Harsbo, R. & Brøgger, K. (2025). The illiberal, neo-liberal and collegial university in contemporary Polish higher education. Temporal entanglements and ontological co-existence amidst geopolitical shifts. Discourse: Studies in the Cultural Politics of Education. Advance online publication. https://doi.org/10.1080/01596306.2025.2567655

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

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

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.

Moos, L., Nihlfors, E. & Paulsen, J. M. (2020). The critical potential of nordic school leadership research: Fundamental but often forgotten perspectives. Research in Educational Administration and Leadership, 5(2), 330-341. https://doi.org/10.30828/real/2020.2.1

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, Building Education through Europe: Actors, Spaces and Pedagogies in a Historical Perspective (pp. 147-167). Routledge. https://doi.org/10.4324/9781003247838-10

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

Brøgger, K. (2021). The Acceleration of Soft Privatization in European Higher Education: On (non)human agency assemblages of private providers, pandemic forces and digital fuel. Paper presented at ECPR Conference 2021.

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

Brøgger, K., Piattoeva, N. & Harsbo, R. (2025). Symposium: Geopolitical Shifts, Freedom and Rising Nationalisms: the University in a new Spatio-temporal Era.. Abstract from European Educational Research Association. Annual Conference 2025. The University of Belgrade, Belgrade, Serbia.

Hviid, P. & Plotnikof, M. (2013). Styringslaboratoriet: Eksplorativt samarbejde om meningsfulde organisatoriske forandringer - Erindringsværkstedet som eksempel. Samfundslederskab i Skandinavien, 28(4), 387-420.

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"

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

Staunæs, D. & Pors, J. G. (2020). Strejfet af en tåre: at læse affekt gennem friktionelle begreber. In E. Husted & J. G. Pors (Eds.), Eklektiske analysestrategier (pp. 39-61). Samfundslitteratur.

Cone, L. & Brøgger, K. (2020). Soft privatisation: mapping an emerging field of European education governance. Globalisation, Societies and Education, 18(4), 374-390. https://doi.org/10.1080/14767724.2020.1732194

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

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

Hvenegård-Lassen, K. & Staunæs, D. (2021). Shooting the elephant in the (prayer)room: Politics of moods, racial hauntologies and idiomatic diffractions. In V. Bozalek, M. Zembylas, S. Motata & D. Holscher (Eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (pp. 50-62). Routledge. https://doi.org/10.4324/9781003058366-3

Krejsler, J. B. (Ed.) (2024). Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe's Nordic Region. Routledge. https://doi.org/10.4324/9781032694252

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

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

Dille, M. H. & Plotnikof, M. (2020). Retooling methods for approaching discourse–materiality relations: a new materialist framework of multimodal sensitivity. Qualitative Research in Organizations and Management: An International Journal, 15(4), 485-501. https://doi.org/10.1108/QROM-09-2019-1821

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.

Hvenegård-Lassen, K. & Staunæs, D. (2020). Race Matters in Intersectional Feminisms. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 224-236. https://doi.org/10.1080/08038740.2020.1758206

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

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

Displaying results 1 to 50 out of 170

1

For more information, see Google Scholar:

Katja Brøgger

Associate Professor

Lise Degn

Associate Professor

Miriam Madsen

Associate Professor

Leif Moos

Associate Professor Emiritus/emerita

Mie Plotnikof

Associate Professor

Dorthe Staunæs

Professor

Revised 31.01.2024

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Knud Holt Nielsen