Publikationer fra medlemmer af forskningsprogrammet

Publikationer

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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

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

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

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.

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.

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

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

Brøgger, K. (2021). A specter is haunting European higher education: the specter of neo-nationalism. I V. Bozalek, M. Zembylas, S. Motala & D. Hölscher (red.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (s. 63-75). Routledge. https://doi.org/10.4324/9781003058366-4

Moos, L. (2019). Anstændig skoleledelse? Unge Pædagoger, 79(2), 15-21.

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

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. (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.

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. & 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

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

Vertelyté, M. & Staunæs, D. (2023). Affektive investeringer i dansk antiracistisk pædagogik, Tidsskrift for Uddannelsesvidenskab, 2. https://doi.org/10.7146/djes.v2i.136517

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.

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. https://doi.org/10.1007/978-94-024-1921-4_9

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.

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