Publications

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Langager, S. (2016). Turbo på drengen: tidens pædagogiske hit. Unge Pædagoger, 77(4), 3-13.

Nagbøl, S. (2002). Trommeslageren ? om rytme, arkitektur og livsudfoldelse. In Idrættens enhed eller mangfoldighed (1. udgave ed.). Klim.

Michel-Schertges, D., Kjeldsen, C. C. & Jensen, N. R. (2011). Trends in the Danish Institutional Development: Changing Paths in the Educational Structure: Educational mapping with an emphasis on educational practices for adolescents in the transition between compulsory education and labour market. In Educational, vocational and policy landscapes in Europe : An institutional mapping (pp. 218-236). WorkAble project. http://workable-eu.org/images/stories/publications/deliverable_3_1_papers_on_institutional_mapping_workable.pdf

Khawaja, I. & Mørck, L. L. (2022). Transmethodological mo(ve)ments: - creating a third space for emancipatory research . Outlines, 22, 265-303. https://tidsskrift.dk/outlines/article/view/133715/178812

Michel-Schertges, D. & Jensen, K. (2010). Transforming of educational institutions after GATS: consequences in social relations as corporation, competition and state regulation. Journal for Critical Education Policy Studies, 8(2), 311-328. http://www.jceps.com/PDFs/08-2-11.pdf

Jensen, N. R. (2011). Transforming children's services. European Journal of Social Work, 14(2), 297-299.

Dannesboe, K. I. & Kjær, B. (2021). Tradition and Transformation in Danish Early Childhood Education and Care. In W. Pink (Ed.), Oxford Research Encyclopedia of Education Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1496

Jensen, N. R. & Petersen, J. S. (2009). Towards a relational transgression of the tensions between social work and social policy? Social work & Society News Magazine. http://www.socmag.net/index.php?s=Niels+Rosendal+Jensen+&searchbutton=Go%21

Michel-Schertges, D. (2020). Toward a Critical Theory of Critical Cultural Political Economy of Education. In H. Sünker (Ed.), Theodor W. Adorno : Aktualität und Perspektiven seiner Kritischen Theorie (pp. 218-236). Westfälisches Dampfboot.

Dahl, K. K. B. (2017). Too much parental cooperation? Parent-teacher cooperation and how it influences professional responsibility among Danish schoolteachers. Power and Education, 9(3), 177-191. https://doi.org/10.1177/1757743817737562

Bjerre, J. (2019). Tilknytningens sociale spil: inklusion som mikrosociologisk fænomen. In Inklusion og eksklusion: en grundbog (pp. 105-124). Hans Reitzels Forlag.

Langager, S. C. (2018). Til forsvar for ghettoen eller hvor tæt et samfund? introduktion til Nils Christie og glemmebogen. Dansk pædagogisk tidsskrift, (3), 57-63.

Michel-Schertges, D. & Sünker, H. (2014). Tiefenhermeneutische Kulturanalyse als Methode einer kritischen Bildungstheorie. In W. Baros & W. Kempf (Eds.), Erkenntnisinteressen, Methodologie und Methoden interkultureller Bildungsforschung (pp. 121-131). verlag irena regener.

Jensen, N. R. (2003). Tid, udvikling og professionelt blik for ungdom: Om, videnskabshistorie og socialpædagogik.

Dannesboe, K. I., Kjær, B. & Bach, D. (2020). Tid, tilpasning og konflikt: pædagogers møde med forældre. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 132-159). Frydenlund Academic.

Hansen, C. S. & Padovan-Özdemir, M. (2023). Tidlig indsats - radikaliseret forebyggelse? Dansk Pædagogisk Tidsskrift, 2023(4), 5-11. https://dpt.dk/temanumre/2023-4/tidlig-indsats-radikaliseret-forebyggelse/

Hansen, C. S. & Padovan-Özdemir, M. (2023). Tidlig indsats - radikaliseret forebyggelse? Dansk Pædagogisk Tidsskrift, 2023(4). https://dpt.dk/temanumre/2023-4/tidlig-indsats-radikaliseret-forebyggelse/

Danneskiold-Samsøe, I. & Kjær, B. (2023). Tidlig indsats? Praksis i børnehavers inklusion af børn med autisme. Dansk Pædagogisk Tidsskrift, 2023(4), 78-95. https://dpt.dk/temanumre/2023-4/tidlig-indsats-praksis-i-boernehavers-inklusion-af-boern-med-autisme/

Petersen, K. E. (2022). Tidlige forebyggende indsatser, opsporing og underretning i dagtilbud: rettet mod børn i risiko for mistrivsel. Aarhus Universitetsforlag. Pædagogisk Indblik No. 20 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Tidlige_forebyggende_indsatser_dagtilbud/20_Tidlige-forebyggende-indsatser-opsporing-og-underretning-i-dagtilbud_-_17-11-2022.pdf

Nagbøl, S. (2014). Tiden med Elias. Dansk Pædagogisk Tidsskrift, (2), 22-32.

Langager, S. (1997). Tiden er på vor side : informationsteknologier og ændrede læreprocesser. Dansk Pædagogisk Tidsskrift, 1997(6), 21-30.

Langager, S. (1997). Tiden er på vor side : et essay om informationsteknologier og ændrede læreprocesser. In M. H. O. B. T. (Ed.), Videnskabsteori : sådan relativt set : forskningsantologi Danmarks Universitetsforlag.

Michel, D. (2008). The use of nazi symbols in Israel: the politics of holocaust discourse and memory. In C. Guenther & B. Griech-Polelle (Eds.), Trajectories of memory: intergenerational representations of the holocaust in history and the arts (1 ed., pp. 79-102). Cambridge Scholars Press.

Hamre, B., Fristrup, T. & Christensen, G. (2016). The Subject of Exemption: through discourses of normalization and individualization in Denmark. Nordic Journal of Social Research, 7(Special issue), 6-21. Article 1. https://boap.uib.no/index.php/njsr

Bjerre, J. & Reimer, D. (2014). The strategic use of evidence on teacher education: investigating the research report genre. In K. B. Petersen, D. Reimer & A. Qvortrup (Eds.), Evidence and evidence-based education in Denmark: the current debate (pp. 83-104). Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Nagbøl, S. (2007). The sociogenesis of knowledge and symbols. In Norbert Elias - Back in Frankfurt a/M

Hansen, C. S. & Øland, T. (2014). The social making of educational theory: unraveling how to understand the content, emergence and transformation of educational theory. Nordic Journal of Educational History, 1(2), 3-26. http://ojs.ub.umu.se/index.php/njedh/article/view/9/7

Jensen, N. R. (2019). The social legitimacy of targeted welfare: attitudes to welfare deservingness. European Journal of Social Work, 22(6), 1105-1107. https://doi.org/10.1080/13691457.2019.1637107

Jensen, N. R. & Kjeldsen, C. C. (2014). The schism between evidence-based practice, professional ethics and managerialism: exemplified by social pedagogy. In D. Reimer, A. Qvortrup & K. Bjerg Petersen (Eds.), Evidence and evidence-based education in Denmark: the current debate (pp. 27-50). Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Dahl, K. K. B. (2019). The relational competences of teachers: theoretical perspectives and ethical implications. In K. Murakami, J. Cresswell, T. Kono & T. Zittoun (Eds.), The Ethos of Theorising (pp. 190-201). Captus University Publications.

Kjær, B. (2018). The reflective methodologists: a cultural analysis of Danish pedagogues’ individualised silence and collective articulations. Outlines, 19(1), 91-113. https://tidsskrift.dk/outlines/article/download/105532/154325/

Ademi, E., Hauch, M. & Hansen, C. S. (2022). The Point of View of Stigmatised Young Girls: Managing Class, “Race” and Place in Polarising Copenhagen. Social Work and Society, 20(2). https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/802/1382

Fristrup, T. (2011). The performative turn in gerontology: PerformAGE. http://www.agingstudies.eu/file/lk8978449c-478f-1cd1.pdf

Fristrup, T. (2011). The pedagogicalization of ageing societies. http://www.esa10thconference.com/programme/ESA2011_Abstracts_Book.pdf

Bjerre, J. (2013). The origin of the inner voice: Durkheim, Christianity and the Greeks. Journal of Classical Sociology, 13(3), 359-392. https://doi.org/10.1177/1468795X13480645

Jensen, N. R. & Nagbøl, S. P. (2019). The morphology of the city – traditions of sports and social work. In D. Dreiskämper & C. Scheuer (Eds.), Schola Ludens Europaea: Papers Dedicated to Roland Naul (pp. 63-78). Meyer & Meyer Sport.

Jensen, N. R. (2022). The Milltown Boys at Sixty: The Origins and Destinations of Young Men from a Poor Neighbourhood: by Howard Williamson. London and New York, Routledge, 2021, 210 pp., incl. index. ISBN 978-0-367-72514-3 (hbk), 978-0-367-72522-8 (pbk), 978-1-003-15510-2(ebk). European Journal of Social Work, 25(3), 559-560. https://doi.org/10.1080/13691457.2022.2035898

Hasse, C., Trentemøller, S., Nissen, M. (Ed.), Mørck, L. L. (Ed.), Huniche, L. (Ed.), Motzkau, J. & Jefforson, A. M. (Ed.) (2009). The Method of Culture Contrast. Qualitative Research in Psychology, 6(1-2), 46-66.

Hansen, C. S. (2021). The Making of Place and People in the Danish Metropolis: A Sociohistory of Copenhagen North West. Routledge. Routledge Studies in Urban Sociology

Jensen, N. R. (2022). The Making of Place and People in the Danish Metropolis: A Sociohistory of Copenhagen North West. Uddannelseshistorie, 56, 274-277.

Kjær, B. (2004). The Little Difference? On Daycare Assistants´ Images of Us and Them - Narratives and Negotiations about Occupational Identity. In ARV: Nordic Yearbook of Folklore (pp. 197-235). The Royal Adolphus Academy, Uppsala på forlaget Almquist.

Langager, S. (1995). The KaosPilots : evaluation of a course of training. Danmarks Lærerhøjskole.

Jensen, N. R. & Petersen, K. E. (2012). The Evolution of Child Protection and Child Welfare Policies in Denmark. In J. Hämäläinen, B. Littlechild, O. Chytil, M. Sramatá & E. Jovelin (Eds.), Evolution of Child Protection and Child Welfare Policies in Selected European Countries: A Festschrift to honour Professor Peter Erath (1. ed., pp. 73-89). Publisher Albert.

Jensen, N. R. & Kornbeck, J. (Eds.) (2009). The diversity of social pedagogy in Europe: studies in comparative social pedagogies and international social work and social policy. Europäischer Hochschulverlag. Studien zu vergeliechender sozialpädagogik und internationaler sozialarbeit und socialpolitik Vol. VII

Bjerre, J. (2021). The development of positioning theory as a process of theoretical positioning. Journal for the Theory of Social Behaviour, 51(2), 249-272. https://doi.org/10.1111/jtsb.12284

Jensen, N. R. & Kjeldsen, C. C. (2012). The Danish case study: workable WP 4 DK casestudy report. In Capabilities in context : educational programmes in a micro perspective: “Cases of labour market transitions: from resources to capabilities” (pp. 122). European Commission: European research area. http://www.workable-eu.org/images/stories/publications/4_1_final_report_april_2012.pdf

Nagbøl, S. (2002). The Climbing wall - Staging an experience. In Socialisation and the Social Change in Movement Culture and Sport University of Copenhagen.

Jensen, N. R. (2020). The Child's World. European Journal of Social Work, 23(4), 721-722. https://doi.org/10.1080/13691457.2019.1667616

Jensen, N. R. & Kjeldsen, C. C. (2019). The Capability Approach and Education of Young Adults. Scuola democratica, 2019(2), 287-304. https://doi.org/10.12828/94813

Nagbøl, S. P. & Flensborg, I. (2015). The Burghers of Calais: on performance and experience analysis. In S. Nagbøl (Ed.), The stranger: on understanding of, and socialising with, the stranger in a globallised and contantly changing world (pp. 29-56). Danish School of Education, Aarhus University. http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_16_www.pdf

Displaying results 101 to 150 out of 1125

Revised 02.05.2023

Knud Holt Nielsen