Publications

Policy futures

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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. Doing Higher Education 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. Educational Governance Research No. 14

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 eductional leadership (pp. 126-140). Routledge. Routledge Critical Studies in Educational Leadership, Management and Administration Book Series Vol. 5

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. SPIBs (Special Issues as Books)

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.), Enacting the university: Danish university reform in an ethnographic perspective (pp. 239-257). Springer. Higher Education Dynamics Vol. 53

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

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

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.), Enacting the university: Danish university reform in an ethnographic perspective (pp. 215-238). Springer. Higher Education Dynamics Vol. 53

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

Hvenegaard-Lassen, K. & Staunæs, D. (2019). Elefanten i (bede)rummet. Raciale forsvindingsnumre, stemningspolitik og idiomatisk diffraktion. Kvinder, Køn & Forskning, (1-2), 44-57. https://doi.org/10.7146/kkf.v28i1-2.116116

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"

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

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), [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 Universiet. 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

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

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). [10.1007/978-3-030-33799-5_12] Palgrave Macmillan. Global Histories of Education

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. SPIBs (Special Issues as Books)

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.

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

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. Undervisning og læring

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"

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. SPIBs (Special Issues as Books)

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

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.

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.), Critical analyses of educational reforms in an era of transnational governance (pp. 93-111). Springer. Educational Governance Research Vol. 7 No. 2365-9548 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. Routledge Research in International and Comparative Education

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.

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Revised 05.08.2022

Knud Holt Nielsen