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Schultz, C. (2023). Pedagogical praxis and professionalism in youth clubs. Abstract fra TiSSA 2023, Osijek, Kroatien.

Smith, E. (2023). Peer preferences and educational decisions: heterogeneous associations across student socioeconomic status. British Journal of Sociology of Education, 44(2), 374-393. https://doi.org/10.1080/01425692.2022.2154641

Staunæs, D. & Mengel, P. (2023). Performative Carthographies: Re-animating the archive. I A. Y. Jackson & L. A. Mazzei (red.), Post-Foundational Approaches to Inquiry (s. 85-99). Routledge.

Jensen, N. R. (2023). Pflege in Zeiten der Pandemie: Wie sich Pflege durch Corona verändert hat. European Journal of Social Work, 26(2), 403-405. https://doi.org/10.1080/13691457.2023.2178697

Schilhab, T., Esbensen, G. L., Levratto, V. & Suminas, A. (2023). Phone use, offline neglect, and reachability: a qualitative study in Denmark, Lithuania, and Spain. . Postmodernism problems, 13(2), 118-147. https://www.ceeol.com/search/article-detail?id=1170691

Holflod, K. (2023). Pjat, pjank og performance: design, udvikling og oplevelser af legende tværprofessionel uddannelse. 24-24. Afhandling præsenteret på Vidensfestival om Pædagogik og Fællesskaber, Kbh., Danmark.

Pedersen, L. D. (2023). Playful Choreographies and Choreographies of Play: New Research in Dance and Play Studies. American Journal of Play, 15(1), 60-81. Artikel 4. https://www.museumofplay.org/app/uploads/2023/04/15-1-Article-4-Choregraphies.pdf,

Holflod, K. (2023). Playful Learning and Boundary-Crossing Collaboration in Higher Education: A Narrative and Synthesising Review. Journal of Further and Higher Education, 47(4), 465-480. https://doi.org/10.1080/0309877X.2022.2142101

Holflod, K., Bayne, S. & Nørgård, R. T. (2023). Playing with Futures and Utopia: Speculating Other Worlds in Higher Education for the More-Than-Human. Afhandling præsenteret på GRASP Festival.

Cone, L. (2023). Plug and Play Pedagogy: Exploring the Messy Realities of Smart Technologies in a Danish Public School. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.

Wieser, C. (2023). Polanyi’s personal knowledge: A paradigmatic framework for the empirical analysis of tacit knowing. Afhandling præsenteret på The Polanyi Society Zoom Sessions.

Jensen, N. R. (2023). Politics for social workers: A practical guide to affecting change. European Journal of Social Work, 26(5), 968-969. https://doi.org/10.1080/13691457.2023.2219918

Ravn, I. (2023). Positiv psykologi: indsigter fra selvbestemmelsesteorien. I R. V. Hedensted & J. W. Tejmers (red.), Psykologi og sundhedspsykologi for sundhedsprofessionelle (s. 153-170). Gad.

Brøgger, K. (2023). Post-Cold War Governance Arrangements in Europe: the University between European integration and rising nationalisms. Globalisation, Societies and Education, 21(2), 278–292. https://doi.org/10.1080/14767724.2022.2075832

Michel-Schertges, D. & Andersen, F. Ø. (2023). Poster: Results of the Danish WATSup research. Sundsvall Conference.

Knudsen, L. E. D. & Sattrup, L. (2023). Praksisfaglighed gennem åben skole: at forbinde teori og praksis via æstetisk erfaring. I A. Rasch-Christensen (red.), Praksisfaglighed i skolen (s. 187-202). Dafolo.

Wistoft, K. (2023). Praksisfaglighed i skolen er ikke kun et spørgsmål om erhvervsorientering. Skolemonitor.

Sørensen, A. (2023). Preface to Volume 56. Danish Yearbook of Philosophy, 56(1), 1-5. https://doi.org/10.1163/24689300-bja10040

Knudsen, H. (2023). Private education policies: The strategies of the LEGO Foundation. Afhandling præsenteret på ECER 2023- European Conference on Educational Research, Glasgow, Storbritannien.

Pedersen, M. K. (2023). Processes of mathematical thinking competency in interactions with a digital tool. I U. T. Jankvist & E. Geraniou (red.), Mathematical Competencies in the Digital Era (s. 63-79). Springer. https://doi.org/10.1007/978-3-031-10141-0_4

Petersen, K. E. (2023). Processes of precarious living conditions: Young men of ethnic minority background growing up in socially deprived housing areas in the Danish welfare state. I Minorities: New Studies and Perspectives InTechOpen. https://doi.org/10.5772/intechopen.110646

Mariager-Anderson, K. (2023). Professionalisering af vejledningsfeltet – Ingen kan gøre det alene. Vejlederen, 2023(4), 14-15.

Winther-Lindqvist, D. A. (2023). Professionel omsorg. I D. T. Gravesen (red.), Pædagogik : introduktion til pædagogens grundfaglighed (2 udg., s. 556-570). Hans Reitzels Forlag.

Larsen, S. N. (2023). Progressiv paranoia. Information, Sektion 2 (Moderne Tider), 19-19.

Rüsselbæk Hansen, D. & Larsen, S. N. (2023). Psykologisk tryghed - blinde pletter og absurde løfter. I Perspektiver på psykologisk tryghed (s. 97-108). Dafolo.

Francesconi, D., Tarozzi, M., Bykachev, K., Vaalimaki, T. V., Turunen, H. & Simovska, V. (2023). Quality of life movement: Historical overview of the policies and challenges for the future of education. Policy Futures in Education, 21(8), 868-885. https://doi.org/10.1177/14782103221105462

Guschke, B. L., Khawaja, I. & Myong, L. (2023). Racialization and racism in Denmark. Kvinder, Køn & Forskning, 35(2), 8-20. https://doi.org/10.7146/kkf.v36i2.141914

Khawaja, I. (2023). Racialized contestations of diversity in high schools in Denmark: The tipping point . Afhandling præsenteret på NERA conference 2023, Oslo, Norge.

Berisha, T. (2023). Racialized spatial attachments: Researcher positionality and access in a Danish suburban high school. Kvinder, Køn & Forskning, 35(2), 63-79. https://doi.org/10.7146/kkf.v36i2.136438

Khawaja, I., Myong, L. & Guschke, B. L. (red.) (2023). Racism and Racialization in Denmark. Kvinder, Køn & Forskning, 35(2). https://tidsskrift.dk/KKF/issue/view/10494/2051

Ravn, I. (2023). Rapport fra SDT-konferencen 2023, del 1. Billeder, Video- og Lydoptagelser (digital) https://youtu.be/8iKiJy20q7c

Sørensen, A. (2023). Readers' Comments: Peace and Just War, Arms and Defense, Ideology and Ideology Critique. Emancipations: A Journal of Critical Social Analysis, 1(4), Artikel 7. https://scholarsjunction.msstate.edu/emancipations/vol1/iss4/7/

Nissen, M. (2023). Rearticulating Motives. Springer. Theory and History in the Human and Social Sciences https://doi.org/10.1007/978-3-031-43494-5

Fristrup, T. & Odgaard, C. K. (2023). Recalibrating disability towards the term subaltern: The social work of neoliberal-academic-ableism in Danish higher education. Social Work & Society, 20(2), Artikel 9. https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/806

Wegener, F., Glaser, V. L. & Elkjaer, B. (2023). (Re-)designing family business routines. 1-10. Afhandling præsenteret på 39th EGOS Colloquium, Cagliari, Italien.

Adriansen, H. K. & Spangler, V. (2023). Reflecting on international students and researcher positionality. I Research with International Students: Critical Conceptual and Methodological Considerations (s. 207-215). Routledge. https://doi.org/10.4324/9781003290803-26

Podsakoff, C. & Valentin, K. (2023). Reflections on education in the wake of Covid-19 in Nepal: Learning Loss or Schooling Loss? I U. Pradhan, K. Valentin & M. Gupta (red.), Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities (s. 30-44). Routledge.

Larsen, S. N. (2023). Reformkommissionens udspil vil spalte ungdommen i teoriløse praktikere og praktikløse teoretikere. RÆSON.

Skaaning Knage, F. (2023). Re-fusing school refusal. A qualitative study of complex entanglements and subjectification in persistent school absence. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.

Bjerre, J. (2023). Regeringen fordrejer sagen om koranafbrændinger i offentligheden. Altinget.

Bjerre, J. (2023). Regeringens reformsjusk mangler en stopklods. Det rejser principielle spørgsmål til folkestyret. Altinget.

Bjerre, J. (2023). Regeringens universitetsreform er en kulturkamp på falske præmisser. Altinget.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2023). Regnehuller: vinkler, ligedannede figurer og målestoksforhold. Dansk Psykologisk Forlag.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2023). Regnehuller: koordinatsystemet, geometriske figurer og flytninger. Dansk Psykologisk Forlag.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2023). Regnehuller: omkreds, areal og rumfang - og cirkler. Dansk Psykologisk Forlag.

Dovigo, F. (2023). Removing inclusion: An analysis of exclusionary processes in the Italian school system. I E. Done & H. Knowler (red.), International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion (s. 45-64). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-14113-3_3

Ratner, H. F. & Schrøder, I. (2023). Respons: Tech-journalist går galt i byen i læsning af vores forskning. Ingeniøren. https://radar.dk/holdning/respons-tech-journalist-gaar-galt-i-byen-i-laesning-af-vores-forskning

Gupta, M., Valentin, K. & Pradhan, U. (red.) (2023). Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities. Routledge.

Grasten, M. & Sandager, J. (2023). Rettens transformative potentiale. I Transformationens politik: ledelse af tidens udfordringer (s. 59-71). Nyt fra Samfundsvidenskaberne.

Terkelsen, K. D., Bruun, M. H. & Dalsgård, A. L. (2023). Riders in app time: Exploring the temporal experiences of food delivery platform work. Time & Society, 32(2), 190-209. https://doi.org/10.1177/0961463X231161849

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Revideret 08.12.2022

Knud Holt Nielsen