Publikationer fra medlemmer af forskningsprogrammet

Publikationer

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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

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

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. (2022). 'Why are they not friends?': Unpacking Youth Racialization in Denmark. Nordic Journal of Social Research, 13(1), 10-22. https://doi.org/10.18261/njsr.13.1.2

Vertelyté, M. & Li, J. H. (2021). Nordic state education in between racialization and the possibilities of anti-racist strategy: introduction. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 107-112. https://doi.org/10.1080/20020317.2021.2017217

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

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

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.

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

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

Vaaben, N. K. & Plotnikof, M. (2019). Tid til velfærd? tidsorganisering i velfærdsprofessionerne. Hans Reitzels Forlag.

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

Staunæs, D. & Brøgger, K. (2020). In the mood of data and measurements: experiments as affirmative critique, or how to curate academic value with care. Feminist Theory, 21(4), 429–445. https://doi.org/10.1177/1464700120967301

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.

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.

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.

Staunæs, D. & Conrad, J. S. B. (2020). The will not to know: Data leadership, necropolitics and ethnic-racialised student subjectivities . I R. Niesche & A. Heffernan (red.), Theorising Identity and Subjectivity in Educational Leadership Research (s. 126-140). Routledge.

Staunæs, D. & Raffnsøe, S. (2020). At tænke med heste: Eksperimenter med at udvikle respons-abel ledelse i en antropocæn tidsalder. I K. Mellon (red.), Den ydmyge leder (s. 81-98). Dafolo.

Staunæs, D. & Pors, J. G. (2020). Strejfet af en tåre: at læse affekt gennem friktionelle begreber. I E. Husted & J. G. Pors (red.), Eklektiske analysestrategier (s. 39-61). Samfundslitteratur.

Staunæs, D., Raffnsøe, S. & Bank, M. (2020). Affirmativ kritik: Håb og begejstring, uhygge og vrede. Samtale mellem Mads Bank, Dorthe Staunæs og Sverre Raffnsøe. Nordiske Udkast, 48(1), 40-52.

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

Staunæs, D., Andreassen, R., Bissenbakker, M., Myong, L. & Kroløkke, C. (2020). #MeToo kalder på viden. Politiken, debatsektionen.

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

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.

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

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.

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.

Staunæs, D., Raffnsøe, S. & Brøgger, K. (2026). Affirmative critique as counter-archiving and an-archiving: For another academic freedom to come. Educational Philosophy and Theory, 58(9), 812-826. https://doi.org/10.1080/00131857.2025.2500373

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

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

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

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

Rasmussen, P., Milana, M., Vatrella, S. & Larson, A. (2021). Knowledge production, public media and adult education and learning: how the OECD’s PIAAC survey enters the press discourse in Italy and Denmark. I J. Walker, G. Maestrini & S. Smythe (red.), Proceedings of Adult Education in Global Times (s. 416-421). Canadian Association for the Study of Adult Education. https://www.dropbox.com/s/8yn7ughzz920x21/2021_CASAE_Proceedings.pdf?dl=0

Plotnikof, M. (2015). Negotiating Collaborative Governance Designs: A Discursive Approach. The Innovation Journal, 20(3), 1-22.

Plotnikof, M., Hviid, P. & Melander, P. (2012, okt.). Nye Muligheder for Samarbejde i Styring og Organisering af Dagtilbud? En forskningsberetning om mangestemmige resultater fra laboratorier. Center for Sundhed og Samfund, Copenhagen Business School og Københavns Universitet. http://openarchive.cbs.dk/bitstream/handle/10398/8555/Hviid_Plotnikof_2012.pdf?sequence=3

Plotnikof, M. (2016). Letting go of Managing? Struggles over Managerial Roles in Collaborative Govenance. Nordic Journal of Working Life Studies.

Plotnikof, M. (2016). Meaning Negotiations of Collaborative Governance: A discourse-based ethnography. I Doing Organizational Ethnography (s. 137-158). Routledge. https://doi.org/10.4324/9781315677279

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. & 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

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

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

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

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.

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. https://doi.org/10.4324/9780203730089-3

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

Moos, L. (red.) (2013). Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? Springer Science+Business Media. Studies in Educational Leadership Bind 19

Moos, L. & Paulsen, J. M. (red.) (2014). School boards in the governance process. Springer Science+Business Media. Educational Governance Research Nr. 1

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