Publikationer fra medlemmer af forskningsprogrammet

Publikationer

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Staunæs, D. (2019). 'Green with envy': affects and gut feelings as an affirmative, immanent, and trans-corporeal critique of new motivational data visualizations. I D. Staunæs, K. Brøgger & J. B. Krejsler (red.), Performative approaches to education reforms : exploring intended and unintended effects of reforms morphing as they move (s. 65-77). Routledge.

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 Bind 10 https://doi.org/10.1007/978-3-030-00886-4

Moos, L. (red.) (2019). Glidninger: 'Usynlige' forandringer inden for pædagogik og uddannelse. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.312.211

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

Vertelyté, M. & Staunæs, D. (2021). From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 126-135. https://doi.org/10.1080/20020317.2021.2003006

Vertelyté, M. & Li, J. H. (2025). Friendship pedagogies as technologies of power: deploying friendship to foster participation of racially minoritized students in Danish education. Scandinavian Journal of Educational Research, 69(2), 436-449. https://doi.org/10.1080/00313831.2024.2317725

Kenneth, P., Ulf, O., Popkewitz, T. S. & Krejsler, J. B. (2016). Framtiden som styrning: en genealogisk betraktelse av det utbildningsbara subjektet och pedagogisk teknologi under det tidiga 2000-talet. I G.-B. Wärvik, C. Runesdotter, E. Forsberg, B. Hasselgren & F. Sahlström (red.), Skola, lärare, samhälle: vänbok till Sverker Lindblad (s. 105-130). Göteborgs Universitet. https://gupea.ub.gu.se/bitstream/2077/44282/2/gupea_2077_44282_2.pdf

Moos, L. (2019). Fra en dannelsesdiskurs mod en læringsmålstyret diskurs. I L. Moos (red.), Glidninger: 'Usynlige' forandringer inden for pædagogik og uddannelser (s. 40-65). Aarhus Universitet. https://doi.org/10.7146/aul.312.211

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

Moos, L. (2021). Faglig ledelse er en vigtig del af skolelederens arbejdsopgaver. I H. Rander & E. Weinreich (red.), Ny faglig ledelse (s. 51-70). Samfundslitteratur.

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), Artikel 101061. https://doi.org/10.1016/j.scaman.2019.101061

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

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. I N. Hobbel & B. L. Bales (red.), Navigating the common good in teacher education policy: critical and international perspectives (s. 180-194). Routledge.

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

Krejsler, J. B. (2019). Engager dig i kulturkampen om evidens og viden der virker! Om sandhedsregimer og kunsten at manøvrere med flydende betegnere. I D. D. Christoffersen & K. S. Petersen (red.), Er der evidens for evidens? (s. 21). Samfundslitteratur.

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 Bind 53 https://doi.org/10.1007/978-94-024-1921-4

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

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

Clark, K. & Vertelyté, M. (2023). Educational Challenges for Nordic Exceptionalism: Epistemic Injustice in the absence of Antiracist Education. I E. Lund Engebretsen & M. Liinason (red.), Transforming Identities in Contemporary Europe: Critical Essays on Knowledge, Inequality and Belonging (s. 33-50). Routledge. https://doi.org/10.4324/9781003245155-3

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

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

Brøgger, K. (2016). Du skal ville det, du skal: om de videregående uddannelsers nye tilskyndelsesøkonomi. Dansk Pædagogisk Tidsskrift, 2(Maj), 87-99.

Zangrandi, E. (2025). Domopolitics in French Higher Education: (Re)Asserting the Nation-Home. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.

Zangrandi, E. & Brøgger, K. (2025). Domopolitics and the university: the affective entanglement of new nationalist and neoliberal discourses in French higher education. Discourse. Advance online publication. https://doi.org/10.1080/01596306.2025.2567664

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

Staunæs, D. & Vertelyté, M. (2023). Diversitetsarbejde som mikrointerventioner i stemninger, forhåbningsfyldte ting og sans for racialisering. I I. Khawaja & L. Lagermann (red.), (Farve-)blinde vinkler : om racialisering, ulighed og andetgørelse i pædagogisk praksis (s. 259-280). Nyt fra Samfundsvidenskaberne.

Plotnikof, M., Mumby, D., Kuhn, T. & Vásquez, C. (2019, maj). 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

Krejsler, J. B. & Moos, L. (2021). Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies? I J. B. Krejsler & L. Moos (red.), Educational Governance Research: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (s. 237-254). Springer. https://doi.org/10.1007/978-3-030-66629-3_12

Moos, L. & Krejsler, J. B. (2023). Discussion: The importance of context in european school policy reforms. I J. B. Krejsler & L. Moos (red.), School Policy Reform in Europe: Exploring transnational alignments, national particularities and contestations (s. 303-327). Springer. https://doi.org/10.1007/978-3-031-35434-2

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

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

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

Moos, L. & Krejsler, J. B. (2021). Denmark: Contracts and Evidence-Based Best Practice. I J. B. Krejsler & L. Moos (red.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (s. 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. (2019). Denmark: the Danish educational system. I S. da Cruz Martins, L. Capucha & J. Sebastiao (red.), School autonomy, organization and performance in Europe: a comparative analysis for the period from 2000 to 2015 (s. 81-88). CIES-IYL.

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

Krejsler, J. B. (2017). Dannelse, tilblivelsesaktivisme og den globale uorden: på jagt efter dannelse som pluralistisk patriotisme med plads til andethed. I L. Moos (red.), Dannelse: kontekster, visioner, temaer og processer (s. 121-146). Hans Reitzels Forlag.

Moos, L. (red.) (2017). Dannelse: kontekster, visioner, temaer og processer. Hans Reitzels Forlag.

Brøgger, K., Degn, L. & Smedegaard Bengtsen, S. (2023). Danish University Governance and Reforms Since the Millennium: The Self-Governing University Between State and Institutions, the National and the Global . Scandinavian Journal of Public Administration, 27(1), 9-28. https://doi.org/10.58235/sjpa.v27i1.11335

Krejsler, J. B. (2023). Danish School Policy: Remaining Nordic whilst going transnational. I J. B. Krejsler & L. Moos (red.), School Policy Reform in Europe: Exploring transnational alignments, national particularities and contestations (s. 27-46). Springer. https://doi.org/10.1007/978-3-031-35434-2_2

Krejsler, J. B. & Moos, L. (2021). Danish – and Nordic – School Policy: Its Anglo-American Connections and Influences. I J. B. Krejsler & L. Moos (red.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (s. 129-151). Springer. https://doi.org/10.1007/978-3-030-66629-3, https://doi.org/10.1007/978-3-030-66629-3_7

Bormann, I., Brøgger, K., Lazarová, B. & Pol, M. P. (2021). COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems. European Educational Research Journal, 20(5), 610–635. https://doi.org/10.1177/14749041211031356

Plotnikof, M. (2021). Coronakrisens nødinnovationer og mellemtidsrum. Asterisk (magasin), 94, 34-35.

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

Krejsler, J. B. (2019). Changing university discourses, changing spaces for academics: reconfiguring external conditions for being an academic subject. I S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. W. Ørberg (red.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (s. 215-238). Springer. https://doi.org/10.1007/978-94-024-1921-4_8

Plotnikof, M. (2016). Changing market values? Tensions of contradicting public management discourses. International Journal of Public Sector Management, 29(7), 659-674. https://doi.org/10.1108/IJPSM-02-2016-0027

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

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

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

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