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Khawaja, I. (2022). "The Surprise Element": Narratives from high achieving racialized female researchers. Paper præsenteret ved Dansk kønsforsknings indre og ydre rammer, København, Danmark.

Gilliam, L. (2022). "This society has taken me": Intensive parenting and fragile belonging among second-generation minority Danish parents. Genealogy, 6(3), [63]. https://doi.org/10.3390/genealogy6030063

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

Brandi, U. & Sprogøe, J. (2022). A Nordic approach to the learning organization and organizational learning. The Learning Organization, 29(3), 205-214. https://doi.org/10.1108/TLO-04-2022-279

Wallenius, T. J. (2022). A Privileged Class: Wealth, Internationality, and Elite Education in Urban Nepal. Aarhus Universitet.

Peifer, C., Wolters, G., Harmat, L., Heutte, J., Tan, J., Freire, T., Tavares, D., Fonte, C., Andersen, F. Ø., van den Hout, J., Simlesa, M., Pola, L., Ceja, L. & Triberti, S. (2022). A Scoping Review of Flow Research. Frontiers in Psychology, 13, [815665]. https://doi.org/10.3389/fpsyg.2022.815665

Wistoft, K., Clark, A. & Qvortrup, L. (2022). A Window of Change: How COVID-19 Disrupted Pedagogical Approaches in Danish Kindergartens. European Early Childhood Education Research Journal, 30(5), 658-671. https://doi.org/10.1080/1350293X.2021.2005111

Bilon-Piórko, A. D. & Thomsen, R. (2022). A critical review of contemporary concepts of agency in the field of career guidance: life-design counselling and a systems theory framework. British Journal of Guidance and Counselling, 50(4), 533-546. https://doi.org/10.1080/03069885.2022.2101614

Eiras, P. R. S. & Huijser, H. (2022). A doctoral experience from a multicultural and multidisciplinary perspective. I Deconstructing doctoral discourses: Stories and strategies for success (s. 229-242). Palgrave MAcmillan. Palgrave Studies in Education Research Methods

Kabel, K., Christensen, M. V. & Brok, L. S. (2022). A focused ethnographic study on grammar teaching practices across language subjects in schools. Language, Culture and Curriculum, 35(1). https://doi.org/10.1080/07908318.2021.1918144

Kabel, K., Bremholm, J. & Bundsgaard, J. (2022). A framework for identifying early writing development. Writing & pedagogy, 13(1-3), 51-87. https://doi.org/10.1558/wap.21467

Dohn, N. B. (2022). A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education, 44(10), 1565-1582. https://doi.org/10.1080/09500693.2022.2087008

Smedegaard Ernst Bengtsen, S. & McAlpine, L. (2022). A novel perspective on doctoral supervision: Interaction of time, academic work, institutional policies, and lifecourse. Learning and Teaching, 15(1), 21-45. https://doi.org/10.3167/latiss.2022.150103

Thestrup, K. (2022). A perspective for Playing - Experimenting communities abd open laboratories in a global perspective. BUKS - Tidsskrift for Børne- og Ungdomskultur, 38(66), 205-219. https://tidsskrift.dk/buks/article/view/133784

Bremholm, J., Kabel, K., Liberg, C. & Skar, G. B. U. (2022). A review of Scandinavian writing research between 2010 and 2020. Writing & pedagogy, 33(1-3), 7-49. https://doi.org/10.1558/wap.21637

Jones, L. M., Anderson, S. D., Læssøe, J., Banzhaf, E., Jensen, A., Bird, D. N., Miller, J., Hutchins, M., Yang, J., Garrett, J., Taylor, T., Wheeler, B. W., Lovell, R., Fletcher, D., Qu, Y., Vieno, M. & Zandersen, M. (2022). A typology for urban Green Infrastructure, to guide multifunctional planning of nature-based solutions. Nature-based Solutions, 2, [100041 ]. http://10.1016/j.nbsj.2022.100041

Smedegaard Ernst Bengtsen, S., Nørgård, R. T. & Barnett, R. (2022). A university of culture or a university for culture?. 6-6. Abstract fra Philosophy and Theory of Higher Education Conference, Uppsala, Sverige.

Skaaning Knage, F. & Højgaard Frydenlund, J. (2022). Absence affects all, but not equally.

Smedegaard Ernst Bengtsen, S. (2022). Academic Activism Reconsidered: Between Societal Impact and Emancipation. Philosophy and Theory in Higher Education, 4(2), 41-60. [2]. https://doi.org/10.3726/PTIHE.022022.0005

Smedegaard Ernst Bengtsen, S. (2022). Academic knowledge as culture building. 7-7. Abstract fra Philosophy and Theory of Higher Education Conference, Uppsala, Sverige.

Jensen, T. W. & Nordentoft, H. M. (2022). Academic writing development of master's thesis pair writers: Negotiating writing identities and strategies. Journal of Academic Writing, 12(1), 50-67. https://doi.org/10.18552/joaw.v12i1.840

Bülow, M. W., Nørgård, R. T. & Goodyear, P. (2022). Activity Centred Signature Pedagogies for the Creation of Digital Educational Publications. I J. Jaldemark, M. Håkansson Lindqvist, P. Mozelius, L. M. Öberg, M. De Laat, N. B. Dohn & T. Ryberg (red.), Proceedings for the Thirteenth International Conference on Networked Learning https://www.networkedlearning.aau.dk/digitalAssets/1159/1159051_nlc2022_contribution_34.pdf

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

Larsen, S. N. (2022). Agamben trækker fascismekortet. Information, Sektion 2, 26-26.

Bruun, M. H. & Larsen, E. L. (2022). Algorithmic enactments: exploring the making of an early warning algorithm. Abstract fra Danish Association for Science and Technology Studies.

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), [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

Prytz, J., Ahl, L. M. & Jankvist, U. T. (2022). An innovation’s path to mathematics textbooks: A retrospective analysis of the successful scaling of the Swedish PUMP project. Implementation and Replication Studies in Mathematics Education, 2(2), 241–288. https://doi.org/10.1163/26670127-bja10005

Bruun, M. H. (2022). Anthropological Perspectives on Housing as Welfare and Everyday Welfare Practices. I K. M. Raahauge, K. Lotz, D. Simpson & M. Søberg (red.), Architectures of Dismantling and Restructuring: Spaces of Danish Welfare, 1970–present (s. 360-369). Lars Müller Publishers.

Hammershøj, L. G. & Henriksen, M. (2022). At forholde sig professionelt: Pædagogens professionsdannelse som eksemplarisk case. Tidsskrift for professionsstudier, 18(34), 14-25. https://doi.org/10.7146/tfp.v18i35.134050

Larsen, B. R. (2022). At tage plads i andres kulturhistoriske helligdom: En "udflyttet" statslig arbejdsplads flytter ind i Nakskov Rådhus. Kulturstudier, 13(1), 62-97. https://doi.org/10.7146/ks.v13i1.132890

Andresen, B. B. (2022). Bedre læringsmiljøer gennem evaluering og samarbejde. Dafolo. Det ved vi om...

Gilliam, L. (2022). Being Muslim 'without a fuss': Relaxed religiosity and conditional inclusion in the Danish school and society. Ethnic and Racial Studies, 45(6), 1096-1114. https://doi.org/10.1080/01419870.2021.1971733

Jensen, N. R. (2022). Berührungspunkte von Sozialer Arbeit und Klimawandel: Perspektiven und Handlungsspielräume. European Journal of Social Work, 25(5), 936-937. https://doi.org/10.1080/13691457.2022.2084924

Borring, C. G. (2022). Bevægelser mod praksisnære samarbejder mellem PPR og skolens professionelle. Koncept- eller kontekstualisering?. Abstract fra Dialogkonference om PPR 2022, København, Danmark.

Ravn, I. (2022). Beyond chaos and rigidity, flexstability. New Ideas in Psychology, 66, [100948]. https://doi.org/10.1016/j.newideapsych.2022.100948

Ghandchi, N. (2022). Beyond individual language brokering: Family literacy brokering. Linguistics and Education, 71, [101077]. https://doi.org/10.1016/j.linged.2022.101077

Wiberg, M. (2022). Bildung: Vom Konzept zum Phänomen. I B. Heidkamp-Kergel, D. Kergel & S-N. August (red.), Handbuch Interdisciplinäre Bildungsforschung (s. 77-87). Beltz Juventa.

Rørbech, H. (2022). Bildung, diversity, and spaces in didactic practice. I E. Krogh, A. Qvortrup & S. Ting Graf (red.), Bildung, Knowledge and Global Challenges in Education (s. 70-87). Routledge.

Pedersen, L. D. (2022). Bløde forandringstrin som indgangsdør til meningsfuld bevægelsesleg. Kirken Underviser, 2022(1), 16-17. [5]. https://readymag.com/u93070907/3339665/12/

Larsen, S. N. (2022). Borgerkrigene er kommet for at blive. Information, Sektion 2 (Moderne Tider), 22-22.

Rasmussen, P. (2022). Boys’ affective engagement with nudes of female peers: Navigating erotic and romantic dilemmas and possibilities. Nordisk Tidsskrift for Ungdomsforskning, 3(1), 109-128. https://doi.org/10.18261/ntu.3.1.8

Leth Andersen, H. & Smedegaard Ernst Bengtsen, S. (2022). Building a higher education with purpose and nearness. Abstract fra ICED 2022 - International Consortium for Educational Development, Aarhus, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/EAF8CD82-1FCA-EC11-84B2-00155D0B0901.pdf

Winther-Lindqvist, D. A. (2022). Bæredygtighedspædagogik - Omsorg er nøglen til forandring og trivsel. Abstract fra 9. årlige småbørnskonference på DPU, Copenhagen, Danmark.

Slingerland, R. H. (2022). Børnegarderoben som sprogligt mødested. Viden om Literacy, (32), 84-94. https://videnomlaesning.dk/media/5293/32_rianne-h-hesselvig.pdf

Hedegaard-Sørensen, L. (2022). Børns indflydelse på inkluderende undervisning. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 42(123), 42-55. [4].

Heger, S. (2022). Børns skrivelyst i fritid og skole - fiktionsskrivningens potantiale. Abstract fra Ph.d.kursus: Forskning i literacy med særligt fokus på skrivning i uddannelseskontekster - teoretiske, metodiske og analytiske tilgange, København.

Kabel, K. & Bremholm, J. (2022). Børns skriveudvikling i de første skoleår (symposium: Tidlig skrivutveckling ur forskar-, lärer- och bedömningsperspektiv). Abstract fra Skriv! Les!, Trondheim, Norge.

Blackburn, A., Vestergreen, S. & COVIDiSTRESS global survey II (2022). COVIDiSTRESS diverse dataset on psychological and behavioural outcomes one year into the COVID-19 pandemic. Scientific Data, 9, [331]. https://doi.org/10.1038/s41597-022-01383-6

Winther-Lindqvist, D. A., Chimiri, N. A. & Suorsa, T. (2022). Caring With the World - Extending Caring Action Beyond Human Interaction. Abstract fra ISTP: International Society for Theoretical Psychology, Sacramento, 2022, SAcramento, USA.

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Revideret 08.12.2022

Knud Holt Nielsen