Publikationer fra medlemmer af forskningsprogrammet

Publikationer

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Moos, L. (2020). Ledere mellem ledere: mellemledere i en folkeskole i forandring. I K. Mellon (red.), Mellemledere i skole og dagtilbud (s. 113-139). Dafolo.

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.

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

Moos, L. (2020). Discourses on Governance of the Teaching Profession. Studia Paedagogica, 25(2), 11-22. https://doi.org/10.5817/SP2020-2-1

Moos, L. (2020). Introduction to Discourse and Systems og Educational Leadership in Europe. I L. Moos, N. Alfirevic, J. Pavicic, A. Koren & L. N. Cacija (red.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (s. 1-15). 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. (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., 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

Moos, L., Nihlfors, E. & Paulsen, J. M. (red.) (2020). Editorial. The Critical Potential of Nordic School Leadership Research: Fundamental but often Forgotten Perspectives. Research in Educational Administration & Leadership, 5(2), 330-341. https://dergipark.org.tr/tr/download/article-file/1323862

Moos, L., Nihlfors, E. & Paulsen, J. M. (red.) (2020). Re-centering the critical potential of Nordic school leadership research: fundamental, but often forgotten perspectives. Springer. Educational Governance Research Nr. 14 https://doi.org/10.1007/978-3-030-55027-1

Moos, L., Nihlfors, E. & Paulsen, J. M. (2020). Re-centering Critical Potentials of Nordic Leadership Research: discussion. I L. Moos, E. Nihlfors & J. Merok Paulsen (red.), Re-centering the critical potential of Nordic school leadership research: fundamental, but often forgotten perspectives (s. 233-247). Springer.

Moos, L. & Krejsler, J. B. (2021). Nordic School Policy Approaches to Evidence, Social Technologies and Transnational Collaboration. I J. B. Krejsler & L. Moos (red.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (s. 3-26). Springer. https://doi.org/10.1007/978-3-030-66629-3, https://doi.org/10.1007/978-3-030-66629-3_1

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

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

Madsen, M. (2019). Entangled simplicities: a metricography on 'relevance' and 'graduate employability' configurations in Danish university education. Århus Universitet.

Madsen, M. (2021). The configurative agency of metrics in education: a research agenda involving a different engagement with data. Journal of Education Policy, 36(1), 64-83. https://doi.org/10.1080/02680939.2019.1682679

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

Madsen, M. (2020). Post-humanist critical university ethnography: the potential of a critical-creative reconfiguration of critique. I C. Wieser & A. Pilch Ortega (red.), Ethnography in Higher Education (s. 53-71). Springer. https://link.springer.com/book/10.1007/978-3-658-30381-5

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 (REAL), 5(2), 342-374. https://doi.org/10.30828/real/2020.2.2

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.

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

Larson, A. & Cort, P. S. (2022). Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. International Journal of Lifelong Education, 41(1), 91-106. https://doi.org/10.1080/02601370.2022.2030422

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

Krejsler, J. B. & Moos, L. (2016). Skolens sociale teknologier og styringslogikkerne bag: om formateringen af den moderne lærers handlerum. I S. Larsen (red.), Pædagogik og lærerfaglighed Hans Reitzels Forlag.

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

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.

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

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.

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. (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"

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"

Krejsler, J. B. (2019). At analysere med Gilles Deleuze: En rejse i nomadebegreber, tilblivelser og kontrolsamfund. Nyt fra Samfundsvidenskaberne.

Krejsler, J. B. (2021). The 'Grand Simulation' and Dreams of Success by Assessment: Baudrillardian reflections on (trans-)national school policy. Journal of Education Policy, 36(1), 24-43. https://doi.org/10.1080/02680939.2019.1664766

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.

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.

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.

Krejsler, J. B. (2019). Academic subjectivities at stake: different university contexts, different responses to reform . 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. 239-257). Springer.

Krejsler, J. B. (2020). Skolen som simulation og dannelsesaktivisten: om kunsten at tænke anderledes. I E. Jensen & O. Løw (red.), Hvorfor går børn i skole? (s. 95-106). Akademisk Forlag.

Krejsler, J. B. (2020). The Nordic Educational Research Association, the Nordic Dimension and Challenges of Open Access: President’s Opening Speech at NERA’s 48th Congress in Turku. Nordic Studies in Education, 40(2), 98-102. https://doi.org/10.23865/nse.v40.2275

Krejsler, J. B. (2020). Imagining school as standards-driven and students as career-ready! a comparative genealogy of us federal and european transnational turns in education policy. I G. Fan & T. S. Popkewitz (red.), Handbook of education policy studies: School/University, Curriculum, and Assessment, Volume 2 (Bind 2, s. 351-383). Springer. https://doi.org/10.1007/978-981-13-8343-4_19

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. (2021). Multitude, weaponize ye theories of globalization! Deleuzian strategies to affirm diversity vs predatory capitalism and nationalisms . Discourse: Studies in the Cultural Politics of Education, 42(5), 796-811. https://doi.org/10.1080/01596306.2020.1843117

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.

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

Krejsler, J. B. (2021). Skolen og den transnationale vending: Dansk uddannelsespolitik og dens europæiske og angloamerikanske forbindelser. Nyt fra Samfundsvidenskaberne.

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). 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. (2022). Kafkamaskinen, hyperrealitet og indadgroende fedme! Eksperimenter i negativ analyse med affirmativ fantasi. Dansk Pædagogisk Tidsskrift, 2022(2). https://dpt.dk/temanumre/2022-2/kafkamaskinen/

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