Publikationer fra medlemmer af forskningsprogrammet

Publikationer

Brøgger, K. & Dakowska, D. (2026). Academic Freedom, Openness and the Shifting Geopolitics of European Higher Education. I K. Brøgger, H. Moscovitz, S. L. Robertson & J. J. Lee (red.), World Yearbook of Education 2026: : The Shifting Geopolitics of Higher Education: Knowledge, Power, Protest (1 udg., s. 28-44). Routledge.

Brøgger, K. & Zangrandi, E. (2025). Academic Freedom in the Politicocene: Erosion and co-optation in a European perspective. Abstract fra CIES 2025 (Comparative and International Education Society) , Chicago, Illinois, USA.

Staunæs, D., Raffnsøe, S. & Brøgger, K. (2025). Affirmative critique as counter-archiving and an-archiving: For another academic freedom to come. Educational Philosophy and Theory, 1-15. Advance online publication. https://doi.org/10.1080/00131857.2025.2500373

Laursen, R. & Madsen, M. (2025). Beyond neoliberal policy ideologies: Tracing characteristics of social democratic ideologies in contemporary Danish education policy. Journal of Education Policy. Advance online publication. https://doi.org/10.1080/02680939.2025.2533859

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

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

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

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

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

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

Brøgger, K., Moscovitz, H., Robertson, S. & Lee, J. (red.) (2025). World Yearbook of Education 2026: The Shifting Geopolitics of Higher Education: Knowledge, Power, Protest. Routledge. https://doi.org/10.4324/9781003442264

Staunæs, D., Hvenegård-Lassen, K. & Bissenbakker, M. (2024). Affekt. I D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (red.), Performative vendinger: Introduktion til nyere feministisk teori (s. 161-176). Nyt fra Samfundsvidenskaberne.

Brøgger, K. (2024). An Affirmative Critique of the Politics of Scaling in Higher Education Policy Studies: Exploring a Performative Notion on Scale and Topological Spatio-Temporalities Beyond Scale. I R. Gorur, P. Landri & R. Normand (red.), Rethinking Sociological Critique in Contemporary Education: Reflexive Dialogue and Prospective Inquiry (s. 120-135). Routledge.

Krejsler, J. B. (2024). At analysere med Jean Baudrillard: Simulation, forførelse og hyperrealitet. Nyt fra Samfundsvidenskaberne.

Brøgger, K., Staunæs, D., Hvenegård-Lassen, K. & Lykke, N. (2024). At komme til viden. I D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (red.), Performative vendinger. Introduktion til nyere feministisk teori (s. 613-614). Nyt fra Samfundsvidenskaberne.

Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT

Staunæs, D. & Vertelyté, M. (2024). Hopeful Things as Minor Interventions in Educational Atmospheres: A Diffractive Translation of Sara Ahmed’s ‘Happy Objects’ to Nordic Diversity Work. Reconceptualizing Educational Research Methodology, 15(1), 3-22. https://doi.org/10.7577/rerm.5865

Hvenegård-Lassen, K., Staunæs, D. & Khawaja, I. (2024). Intersektionalitet og racegørelse. I D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (red.), Performative vendinger: Introduktion til nyere feministisk teori (s. 227-242). Nyt fra Samfundsvidenskaberne.

Staunæs, D. & Brøgger, K. (2024). Introduktion: Performative vendinger i nyere feministisk teori. Oversættelser og etisk-politiske overvejelser. I D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (red.), Performative vendinger: Introduktion til nyere feministisk teori (s. 15-25). Nyt fra Samfundsvidenskaberne.

Brøgger, K. & Staunæs, D. (2024). Materie og betydning. I D. Staunæs, K. Brøgger & K. Hvenegård-Lassen (red.), Performative vendinger: Introduktion til nyere feministisk teori (s. 29-46). Nyt fra Samfundsvidenskaberne.

Krejsler, J. B. (2024). Metaspace: a Conceptual Tool to Capture the Nordic. I J. B. Krejsler (red.), Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe's Nordic Region (s. 27-43). Routledge. https://doi.org/10.4324/9781032694252-4

Staunæs, D., Brøgger, K. & Hvenegård-Lassen, K. (red.) (2024). Performative vendinger: Introduktion til nyere feministisk teori. Nyt fra Samfundsvidenskaberne.

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

Brøgger, K. & Ydesen, C. (2024). The Crafting of a European Education Space and Europeanization: The role of the EU and the OECD. I S. Paoli & R. Ruppen (red.), Building Europe through Education, Building Education through Europe: Actors, Spaces and Pedagogies in a Historical Perspective (s. 147-167). Routledge. https://doi.org/10.4324/9781003247838-10

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

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. I F. Colman & I. van der Tuin (red.), Methods and Genealogies of New Materialisms (s. 384-406). Edinburgh University Press.

Vertelyté, M. (2024). Who Are Friends with Whom? Performative Boundary Work of Friendship in a Diverse Danish School. I N. Hammarén, L. Stretmo & B. Ivemark (red.), 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.

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. & Staunæs, D. (2023). Affektive investeringer i dansk antiracistisk pædagogik, DJES Danish journal of education studies, 2. https://doi.org/10.7146/djes.v2i.136517

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

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

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

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.

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

Vertelyté, M. (2023). "Have we lost our Sense of Humor?!”Affective Senses of Racial Joking in Danish Schools. Social Identities, 29(2), 205-219 . https://doi.org/10.1080/13504630.2023.2208067

Khawaja, I., Staunæs, D. & Vertelyte, M. (2023). How Racial Matter Comes to Matter: Memory Work, Animacy and Childhood Dolls. Body & Society, 29(3), 29-54. https://doi.org/10.1177/1357034X231189178

Krejsler, J. B. (2023). Leg som attitude til livet eller rovdrift på selvet? med Kafka som optik. I H. Knudsen, J. E. Kristensen & J. B. Nielsen (red.), Leg på spil i pædagogik og uddannelse (s. 319-334). Akademisk Forlag.

Brøgger, K. & Moscovitz, H. (2023). New Nationalisms, Geopolitical Shifts and the Politics of Scaling in European Higher Education Policy Research.

Staunæs, D. & Vertelyté, M. (2023). Normkritik som en affektiv og responsiv pædagogik. Unge Pædagoger, 2023(2), 5-16.

Brøgger, K. (2023). Post-Cold War Governance Arrangements in Europe: the University between European integration and rising nationalisms. Globalisation, Societies and Education, 21(2), 278–292. https://doi.org/10.1080/14767724.2022.2075832

Krejsler, J. B. & Moos, L. (red.) (2023). School Policy Reform in Europe: Exploring transnational alignments, national particularities and contestations. (1. udg.) Springer. Educational Governance Research https://doi.org/10.1007/978-3-031-35434-2

Krejsler, J. B. (2023). Teacher Education in the Nordic Remake: How transnational policymaking transforms regional collaboration. I E. Elstad (red.), Teacher Education in the Nordic Region: Challenges and opportunities (s. 339-357). Springer. https://doi.org/10.1007/978-3-031-26051-3_14

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

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

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

Staunæs, D., Raffnsøe, S. & Bank, M. (2022). Affirmative Critique. Ephemera: Theory & politics in organization, 22(3), 183-217. http://www.ephemerajournal.org/contribution/affirmative-critique

Brøgger, K. & Madsen, M. (2022). An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy, 37(6), 925-943. https://doi.org/10.1080/02680939.2021.1938239

Brøgger, K. & Moscovitz, H. (2022). An International Institution Embedded in the Nation-State: moving beyond the “either/or” paradigm of the globalization and (re) nationalization of the modern university. Global Perspectives, 3(1), Artikel 56932. https://doi.org/10.1525/gp.2022.56932

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