Publications from the researchers in the programme

Publications

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/

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

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

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.

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

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

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

Staunæs, D., Raffnsøe, S. & Bank, M. (2020). Affirmativ kritik: Håb og begejstring, uhygge og vrede. Samtale mellem Mads Bank, Dorthe Staunæs og Sverre Raffnsøe. Nordiske Udkast, 48(1), 40-52.

Staunæs, D. & Raffnsøe, S. (2020). At tænke med heste: Eksperimenter med at udvikle respons-abel ledelse i en antropocæn tidsalder. In K. Mellon (Ed.), Den ydmyge leder (pp. 81-98). Dafolo.

Plotnikof, M., Bramming, P., Branicki, L., Højgaard Christiansen, L. J., Henley, K., Kivinen, N., Resende de Lima, J. P., Kostera, M., Mandalaki, E., O'Shea, S., Ozkazanc-Pan, B., Pullen, A., Stewart, J., Ybema, S. & van Amsterdam, N. (2020). Catching a glimpse: Corona-life and its micro-politics in academia. Gender, Work and Organization, 27(5), 804-826. https://doi.org/10.1111/gwao.12481

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). 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.

Paulsen, J. M. & Moos, L. (2020). Discourses of School Leadership Traveling Across North European School Systems. In L. Moos, N. Alfirevic, J. Pavicic, A. Koren & L. N. Cacija (Eds.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (pp. 155-166). Palgrave Macmillan.

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). 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.

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, 5(2), 342-374. https://doi.org/10.30828/real/2020.2.2

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

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., 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., 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

Wright, S., Carney, S., Krejsler, J. B., Nielsen, G. B. & Ørberg, J. W. (2020). Enacting the University: Danish University Reform in an Ethnographic Perspective. Springer. Higher Education Dynamics Vol. 53 https://doi.org/10.1007/978-94-024-1921-4

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.

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

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

Hvenegård-Lassen, K., Staunæs, D. & Lund, R. (2020). Intersectionality, yes but how? Approaches and conceptualisations in Nordic feminist research and activism. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 173-182. https://doi.org/10.1080/08038740.2020.1790826

Staunæs, D. & Brøgger, K. (2020). In the mood of data and measurements: experiments as affirmative critique, or how to curate academic value with care. Feminist Theory, 21(4), 429–445. https://doi.org/10.1177/1464700120967301

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). Ledere mellem ledere: mellemledere i en folkeskole i forandring. In K. Mellon (Ed.), Mellemledere i skole og dagtilbud (pp. 113-139). Dafolo.

Staunæs, D., Andreassen, R., Bissenbakker, M., Myong, L. & Kroløkke, C. (2020). #MeToo kalder på viden. Politiken, debatsektionen.

Brøgger, K. (2020). Performativity, Time and Capitalism. Paper presented at European Consortium for Political Research (ECPR),14th general conference 2020.

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

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

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., 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

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

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.

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

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.

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

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.

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.

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.

Moos, L. (2019). Anstændig skoleledelse? Unge Pædagoger, 79(2), 15-21.

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

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.

Moos, L. (2019). Denmark: the Danish educational system. In S. da Cruz Martins, L. Capucha & J. Sebastiao (Eds.), School autonomy, organization and performance in Europe: a comparative analysis for the period from 2000 to 2015 (pp. 81-88). CIES-IYL.

Plotnikof, M., Mumby, D., Kuhn, T. & Vásquez, C. (2019, May). Dis/organization and mis/management: Exploring relations of order and disorder in critical organization studies. Ephemera: Theory & politics in organization http://www.ephemerajournal.org/call-for-papers

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