Publikationer fra medlemmer af forskningsprogrammet

Publikationer

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. 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.

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.

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

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. I D. D. Christoffersen & K. S. Petersen (red.), Er der evidens for evidens? (s. 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. Århus 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), Artikel 101061. https://doi.org/10.1016/j.scaman.2019.101061

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 University. https://doi.org/10.7146/aul.312.211

Moos, L. (red.) (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 Bind 10 https://doi.org/10.1007/978-3-030-00886-4

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.

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. I C. Ydesen (red.), The OECD's Historical Rise in Education: the Formation of a Global Governing Complex (s. 245-267). Artikel 10.1007/978-3-030-33799-5_12 Palgrave Macmillan.

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

Staunæs, D., Brøgger, K. & Krejsler, J. B. (2019). Introduction: how reforms morph while they move : performative approaches to education and their un/intended effects. 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. 1-8). Routledge.

Mumby, D. & Plotnikof, M. (2019). Organizing power and resistance. I J. McDonald & R. Mitra (red.), Movements in organizational communication research: current issues and future directions (s. 35-55). Routledge.

Krejsler, J. B. (2019). Pædagogisk kreativitet i manøvrerne mellem frihed og styring. I T. N. Rasmussen & K. L. Thomsen (red.), Frihed og ansvar i lærerens grundfaglighed (s. 128-146). Kvan. https://www.statsbiblioteket.dk/au/?locale=da#/search?query=recordID:"sb_6419305"

Moos, L. (2019). På grænserne af didaktiske undersøgelsesfællesskaber. I A. von Ottingen & K. Thorgård (red.), Universitetsskolen: mellem forskning, uddannelse og skoleudvikling (s. 205-214). Dafolo.

Staunæs, D., Brøgger, K. & Krejsler, J. B. (red.) (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. I L. Moos (red.), Glidninger: 'usynlige' forandringer inden for pædagogik og uddannelser (s. 202-222). Aarhus Universitet, DPU. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Glidninger.pdf

Moos, L. (2019). Præludium: opkridtning ad banen. I L. Moos (red.), Glidninger: 'usynlige' forandringer inden for pædagogik og uddannelser (s. 7-39). Aarhus Universitet, DPU. https://doi.org/10.7146/aul.312.211

Larson, A. & Cort, P. (2019). Soft governance og voksenuddannelse: PIAAC som eksempel. I L. Moos (red.), Glidninger - usynlige forandringer inden for pædagogik og uddannelse (s. 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. I T. Nørregaard Rasmussen & K. Lyngholm Thomsen (red.), Frihed og ansvar i lærernes grundfaglighed (s. 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. 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. 49-64). Routledge.

Larson, A. & Cort, P. (2019). The marginalisation of popular education: 50 years of Danish adult education policy. I L. Tett & M. H. (red.), Resisting neoliberalism in education: local, national and transnational perspectives (s. 181-194). Policy Press.

Brøgger, K. (2019). The performative power of (non)human agency assemblages of soft governance. I D. Staunæs, K. Brøgger & J. Benedicto Krejsler (red.), Performative approaches to education reforms: exploring intended and unintended effects of reforms morphing as they move (1st Edition udg., s. 9-22). Routledge.

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

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. I E. Hultqvist, S. Lindblad & T. S. Popkewitz (red.), Educational Governance Research (s. 93-111). Springer. 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. I N. Hobbel & B. L. Bales (red.), Navigating the common good in teacher education policy: critical and international perspectives (s. 180-194). Routledge.

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. I Er du på tværs? (s. 108-132). Udgivet af Ungdomsringen.

Moos, L., Nihlfors, E. & Paulsen, J. M. (2018). Leading and organising education for citizenship of the world: through technocratic homogenisation or communicative diversity? Nordic Journal of Comparative and International Education, 2(2-3), 1-6. https://doi.org/10.7577/njcie.2891

Moos, L., Nihlfors, E. & Paulsen, J. M. (red.) (2018). Leading and organizing the education for citizenship of the world. Nordic Journal of Comparative and International Education Bind 2 Nr. 2-3 https://doi.org/10.7577/njcie.2891

Moos, L. (2018). Når skolen bliver en forretning. I E. Taraldsen & E. Kanestrøm (red.), Marionetteskolen (s. 57-82). Cappelen Damm Akademisk.

Amrouche, C., Breckenridge, J., Brewis, D. N., Buchiellaro, O., Hansen, M. B., Pedersen, C. H., Plotnikof, M. & Pullen, A. (2018). Powerful Writing. Ephemera: Theory & politics in organization, 18(4), 881-900. http://www.ephemerajournal.org/contribution/powerful-writing

Ulf, O., Kenneth, P. & Krejsler, J. B. (2018). Student centredness and learning from a perspective of history of the present. I E. Hultqvist, S. Lindblad & T. S. Popkewitz (red.), Educational Governance Research (s. 185-196). Springer. https://doi.org/10.1007/978-3-319-61971-2_11

Muhr, S. L. & Plotnikof, M. (2018). Unblinding privilege: repoliticizing the idea(l)s of an equal society. M@n@gement, 21(3), 1107-1109. https://search-proquest-com.ez.statsbiblioteket.dk:12048/docview/2124409942/EED8060865794AC0PQ/1?accountid=14468

Krejsler, J. B. (2018). Vov at ville livet: også i skolen! Opfordring til glædes-strategier i et trist skolelandskab. I E. Taraldsen & E. Kanestrøm (red.), Marionetteskolen (s. 125-151). Cappelen Damm Akademisk.

Krejsler, J. B. (2017). Capturing the ‘evidence’ and ‘what works’ agenda in education: a truth regime and the art of manoeuvring floating signifiers. I M. Y. Eryaman & B. Schneider (red.), Evidence and public good in educational policy, research and practice (s. 21-42). Springer. https://doi.org/10.1007/978-3-319-58850-6

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

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.

Cort, P. & Brøgger, K. (2017). Policy analyse: forskning i og for uddannelsespolitik. I A. K. Ljungdalh, J. A. Lysgaard & O. A. Tafdrup (red.), Uddannelsesvidenskab: en kritisk introduktion (s. 175-198). Samfundslitteratur.

Plotnikof, M. (2016). Changing market values? Tensions of contradicting public management discourses. International Journal of Public Sector Management, 29(7), 659-674.

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

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