Publikationer

Policy futures

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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

Brøgger, K. (2022). Critique and self-examination in European higher education research: higher education between international alliances and the rise of neo-nationalism. Manuskript under forberedelse. I R. Gorur, P. Landri & R. Normand (red.), A New Repertoire for the Critique of Contemporary Education

Brøgger, K. & Karseth, B. (2022). Federal, state or market governance? On the emergence of an accreditation market in European higher education.. Manuskript under forberedelse

Brøgger, K. (2022). Post-Cold War Governance Arrangements in Europe: The University between European Integration and Rising Nationalisms. Globalisation, Societies and Education, Special issue.

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

Brøgger, K. & Ydesen, C. (2022). The Crafting of a European Education Space and its Possible Disintegration - The role of the EU, the OECD and the nation states. Manuskript afsendt til publicering. I S. Paoli & R. Ruppen (red.), From Pro-European to European Education: Institutions, Actors and Policies Routledge.

Brøgger, K., Krejsler, J. B. & Lingard, B. (2022). The Double Challenge: (re-)nationalizing trends confronting transnational collaboration in education policy. Manuskript under forberedelse.

Degn, L., Madsen, M. & Brøgger, K. (2022). Translating Quality Criteria in University Accreditation. Manuskript afsendt til publicering.

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://www.routledge.com/Higher-Education-Hauntologies-Living-with-Ghosts-for-a-Justice-to-come/Bozalek-Zembylas-Motala-Holscher/p/book/9780367527846

Brøgger, K. & Madsen, M. (2021). An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument. Journal of Education Policy, 1-18.

Bormann, I., Brøgger, K., Lazarová, B. & Pol, M. P. (2021). COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems. European Educational Research Journal, 20(5), 610–635. https://doi.org/10.1177/14749041211031356

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

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. Educational Governance Research Bind 15 https://doi.org/10.1007/978-3-030-66629-3, https://doi.org/10.1007/978-3-030-66629-3_7

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

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.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (s. 237-254). Springer. Educational Governance Research Bind 15

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.

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

Brøgger, K. & Madsen, M. (2021). Kvalitet, relevans og effektivitet på universiteterne - om statslig styring af selvejende universiteter gennem magtfulde policy-instrumenter. Dansk Pædagogisk Tidsskrift, (3). https://dpt.dk/temanumre/2021-3/kvalitet-relevans-og-effektivitet-pa-universiteterne/

Holm, E. F. (2021). Lederen skal have blik for sine selvledende medarbejdere: ledelse i en coronatid. Asterisk, 96, 19-21. http://www.e-pages.dk/aarhusuniversitet/2372/

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

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

Cone, L., Brøgger, K., Berghmans, M., Decuypere, M., Förschler, A., Grimaldi , E., Hartong, S., Hillman, T., Ideland, M., Landri , P., Player-Koro , C., Rensfeldt, A. B., Rönnberg, L., van de Oudeweetering, K. & Vanermen, L. (2021). Pandemic Acceleration: Covid-19 and the emergency digitalization of European education. European Educational Research Journal - EERJ, 1-24. https://doi.org/10.1177/14749041211041793

Hvenegård-Lassen, K. & Staunæs, D. (2021). Shooting the elephant in the (prayer)room: Politics of moods, racial hauntologies and idiomatic diffractions. I V. Bozalek, M. Zembylas, S. Motata & D. Holscher (red.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (s. 50-62). Routledge. Routledge Research In Higher Education

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

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. (2021). The Politics of Feminist New Materialisms: Insights from Experimenting with Academic Practices. Manuskript afsendt til publicering. I I. van der Tuin (red.), Methods and Genealogies of New Materialisms

Brøgger, K. & Madsen, M. (2021). The Return to National Primacy in Higher Education?. Abstract fra European Conference on Educational Research (ECER), Geneva (online), 2021.

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

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

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. (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.

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

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. Educational Governance Research Bind 13

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.

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.

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). 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.

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

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., 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

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

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. Gymnasiepædagogik Nr. 116

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

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 (Bind 2, s. 351-383). Springer. https://doi.org/10.1007/978-981-13-8343-4_19

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

Hvenegård-Lassen, K., Staunæs, D. & Lund, R. (2020). Intersectionality, yes but how? Approaches and conceptualisations in Nordic feminist research and activism. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 173-182. https://doi.org/10.1080/08038740.2020.1790826

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

Brøgger, K. (2020). Performativity, Time and Capitalism. Paper præsenteret ved European Consortium for Political Research (ECPR),14th general conference 2020.

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Revideret 02.02.2022 -

Knud Holt Nielsen