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Jøker Bjerre, H., Hansen, B. B., Ugilt, R., Porsgaard, K. & Thykjær, S. (2016). Woohoo. Dagbladet Information.

Meyer, B. (2002). "Women's Time, Women's Space: Reflections on the INWJ". N W S A Journal, (14, 2).

Cin, F. M., Gümüs, S. & Weiss, F. (2021). Women’s empowerment in the period of the rapid expansion of higher education in Turkey: developments and paradoxes of gender equality in the labour market. Higher Education, 81(1), 31-50. https://doi.org/10.1007/s10734-020-00587-2

Svinth, L. (2008). Women in physical science. I Draw the line: International Conference, Copenhagen 2008 Papers, proceedings and recommendations (1 udg., s. 19-44). Tartu University Press.

Wright, S. (2007). Women in academia: women’s career paths in the social sciences, in the context of Lund University and Swedish higher education. I A.-M. Sellerberg (red.), Den Obalanserade Hierarkin (s. 127-150). Bokbox Forlag.

Broström, S. (2009). Wolfgang Klafki. I Leksikon for det 21. århundrede: www.leksikon.org http://www.leksikon.org/art.php?n=5140

Dahl, K. K. B. (2017). With the best of intentions: becoming somebody in Kenyan teacher education. Roskilde Universitetsforlag.

Bech, N. I. (2002). With body and soul. Aktuel Naturvidenskab. http://www.aktuelnat.au.dk/Indhold/02_4.htm

Knoop, H. H. (2008). Wise Creativity and Creative Wisdom. I A. Craft, H. Gardner & G. Claxton (red.), Creativity, Wisdom and Trusteeship: Exploring the Role of Education (1 udg., s. 119-132). Corwin Press.

Knoop, H. H. (2010). Wise creativity and creative wisdom. I A. Craft, G. Claxton & H. Gardner (red.), Creativity, wisdom, and trusteeship: exploring the role of education: complex Chinese edition (s. 185-206). SAGE Publications.

Darsø, L. & Cowan, D. (2008). Wisdom: A Backdrop for Organizational Studies. I D. Barry & H. Hansen (red.), The SAGE Handbook of New Approaches in Management and Organization (s. 332-343). SAGE Publications.

Favell, A. & Reimer, D. (2013). Winners and Losers? Citizens and Sceptics? European Integration and the Spread of Cosmopolitanism: EUCROSS First Policy Brief (www.eucross.eu). eucross.eu. http://www.eucross.eu/cms/index.php?option=com_docman&task=doc_download&gid=74&Itemid=157

Torres, I. (2015). Windows in education and food policy for critical health education in Ecuador. Abstract fra EERA: ECER 2015, Budapest, Ungarn. http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/35244/

Martinsen, A. (2014). Will MOOCs change the very DNA of higher education? ASEMagazine, (5), 10. http://www.e-pages.dk/aarhusuniversitet/1024/10

Nissen, M. (2004). Wild Objectification: Social work as Object. Outlines, (6:1), 73-89.

Langager, S. (2004). Wild learning - social and pedagogical work with marginalized youth. http://www.socinc.net/default_pages.asp?menuIDX=264&parentFkey=47

Nissen, M. (2002). Wildes Lernen: Nachlese als Vorbereitung. Forum Kritische Psychologie - Neue Folge, (45), 97-122.

Regener, S. (2004). Wilde Grimassen in einer wilden Zeit: Arnulf Rainers fotografische Erkundungen im Fotoautomaten Ende der 1960er Jahre. I Reisen ? Erkunden ? Erzählen: Bilder aus der europäischen Ethnologie und Literatur

Schilhab, T. & Esbensen, G. L. (2025). Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness. Frontiers in Psychology, 16, Artikel 1523831. https://doi.org/10.3389/fpsyg.2025.1523831

Jensen, N. R. (2010). Wie professionelle Sozialpädagogen mit behinderten Menschen umgehen. I S. Krönchen (red.), Vielfalt & Inklusion: Herausforderungen an die Praxis und die Ausbildung der Sozialen Arbeit und der Kulturpädagogik (s. 267-283). Hochschule Niederrhein, Fachbefreich Sozialwesen, Mönchengladbach.

Scholl, D., Völschow, Y., Anders, D., Küth, S., Warrelmann, J.-N., Kleinknecht, M., Prilop, C. N. & Weber, K. E. (2022). Wie kann die professionelle Refexion von angehenden Lehrer*innen digital gefördert werden? Chancen und Grenzen neuer Tools in der Lehrer*innenbildung. I Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung (s. 185-203). Julius Klinkhardt. https://doi.org/10.25656/01:25410

Schuller, T. & Desjardins, R. (2010). Wider benefits of adult education. I P. Peterson, E. Baker & B. McGaw (red.), International encyclopedia of education (3. udg., Bind 1, s. 229-233). Pergamon Press.

Waller, R., Holford, J., Jarvis, P., Milana, M. & Webb, S. (2014). Widening participation, social mobility and the role of universities in a globalized world. International Journal of Lifelong Education, 33(6), 701-704. https://doi.org/10.1080/02601370.2014.972082

Poulsen, B. K., Skovhus, R. B. & Thomsen, R. (2018). Widening opportunities for career guidance: research circles and social justice. I T. Hooley, R. G. Sultana & R. Thomsen (red.), Career guidance for social justice: contesting neoliberalism (Bind 1, s. 211-225). Routledge.

Adriansen, H. K., Madsen, L. M. & Jensen, S. (2015). Why study higher education and capacity building in Africa? an introduction. I H. K. Adriansen, L. M. Madsen & S. Jensen (red.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. udg., s. 1-11). Routledge.

Jankvist, U. T. & Iversen, S. M. (2014). 'Whys' and 'Hows' of using philosophy in mathematics education. Science & Education, 23(1), 205-222. https://doi.org/10.1007/s11191-013-9616-3

Brandi, U. & Hasse, C. (2010). Why innovation fails: the importance of bringing in a new concept of culture. Afhandling præsenteret på Organizational learning, knowledge, and capabilities, Boston, USA. http://www.cba.neu.edu/olkc2010/

Hasse, C. (2024). Why Imagination needs Socratic Ignorance. I G. Wellner, G. Dierckxsens & M. Arienti (red.), The Philosophy of Imagination: Technology, Art and Ethics (s. 175-187). Bloomsbury Academic. https://doi.org/10.5040/9781350277243.0019

Nørby, S. (2015). Why forget: on the adaptive value of memory loss. Perspectives on Psychological Science, 10(5), 551-578. https://doi.org/10.1177/1745691615596787

Schnack, K. (1998). Why focus on Conflicting Interests in Environmental Education? I M. Ahlberg & W. Filho (red.), Environmental Education for Sustainability: Good Environment, Good Life (s. 83-96). Peter Lang.

Grønhøj, E. O. & Andersen, I. G. (2022). Why do so few woman aspire for a technology career? Investigating the relationships between students’ attitudes, competence beliefs and career aspirations in eight countries. Afhandling præsenteret på American Education Research Association, California, USA.

Grønhøj, E. O., Smith, E. & Bundsgaard, J. (2025). Why do so few girls aspire for a technology career? The role of social influence, motivational factors, and stereotypes. Social Psychology of Education, 28(1), Artikel 152. https://doi.org/10.1007/s11218-025-10084-y

Petersen, K. B. (2023). Why do (long-serving) teachers stay in high-risk schools? Abstract. Abstract fra ISfTE 2023 - Bhutan, Paro, Bhutan.

Jaffe-Walter, R. & Khawaja, I. (2022). “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization . I (Re)Mapping Migration and Education: Centering Methods and Methodologies (s. 112-133). Brill. https://doi.org/10.1163/9789004522732_006

Khawaja, I. (2023). "Why do I live here?": Using identity mapping to explore embodied experiences of racialization. Afhandling præsenteret på CIES Comparative International Education Society , Washington, USA.

Petersen, K. B. (2022). Why do (experienced) teachers stay in their profession?. Abstract fra NERA Conference Reykjavik, 2022, Reykjavik, Island. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf

Petersen, K. B. (2024). Why does a teacher remain at a high-risk school? Reflections on ethics and teaching quality in a culturally diverse and socioeconomically disadvantaged school in Denmark. I L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (red.), Teacher Ethics and Teaching Quality in Scandinavian Schools : New Reflections, Future Challenges, and Global Impacts (s. 143-160). Routledge. https://doi.org/10.4324/9781003407775-12

Nielsen, C. F. & Hartz, E. (2018). Why be just? the problem of motivation in Hegel and Rawls. Ratio Juris, 31(3), 326-345. https://doi.org/10.1111/raju.12219

Thomsen, R., Hooley, T. & Sultana, R. (2020, mar.). Why a social justice informed approach to career guidance matters in the time of coronavirus? https://careerguidancesocialjustice.wordpress.com/2020/03/23/why-a-social-justice-informed-approach-to-career-guidance-matters-in-the-time-of-coronavirus/

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

Schilhab, T. (2015). Why animals are not robots. Phenomenology and the Cognitive Sciences, 14(3), 599-611. https://doi.org/10.1007/s11097-013-9342-y

Ørberg, J. W. (2007). Who Speaks for the University? Legislative frameworks for Danish university leadership 1970-2003. http://www.dpu.dk/Everest/Publications/Om%20DPU/Institutter/Pædagogisk%20Antropologi/New%20managementx2C%20new%20identities/Working%20Papers/20070611113532/CurrentVersion/Working%20Paper%205.%20Who%20

Kowal, M., Coll-Martín, T., Ikizer, G., Rasmussen, J., Eichel, K., Studzińska, A., Koszałkowska, K., Karwowski, M., Najmussaqib, A., Pankowski, D., Lieberoth, A. & Ahmed, O. (2020). Who is the Most Stressed During the COVID-19 Pandemic? Data From 26 Countries and Areas. Applied Psychology: Health and Well-Being, 12(4), 946-966. https://doi.org/10.1111/aphw.12234

Ghandchi, N. (2018). Who is the authority? the study of language registers and ideologies in two mother tongue classes in Copenhagen. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 37(6), 649-680. https://doi.org/10.1515/multi-2016-0011

Gibson, A. & Smedegaard Ernst Bengtsen, S. (2025). Who is ‘society’ in the societal impact debate? A critical discussion of policies of closure. Educational Philosophy and Theory, 57(2), 98-111. https://doi.org/10.1080/00131857.2024.2409742

Staunæs, D. & Nørgaard, C. (2024). Who is Afraid of Gender? Conversation with Judith Butler on Anxieties, Alliances across Differences and Hope for the Futures. Kvinder, Køn & Forskning, (1), 30-38. https://tidsskrift.dk/KKF/article/view/149702/193410

Meidell Sigsgaard, A.-V. (2012). Who Has the Knowledge if not the Primary Knower? Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. Afhandling præsenteret på International Systemic Functional Congress 39, Sydney, Australien. http://www.isfla.org/Systemics/Conferences/ISFC39_2012_proceedings.pdf

Lieberoth, A. (2021). WHO expert meeting contribution: Using gamification for behavior change - a critical overview of limits and opportunities. Abstract fra Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Rusland.

Holm, L. (2009). Who evaluates the evaluation? an analysis of computer-adaptive testing using literacy as an example. Nordisk Pedagogik, 29(1), 137-148.

Holm, L. (2008). Who evaluates the evaluation? an analysis of the Danish folkschools national it-based tests using Danish/reading as an example. I NERA 2008 (s. 1-14). Nordisk Förening för pedagogisk forskning. http://www.cmscongress.com/nera2008/pdf/162.pdf

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Revideret 08.12.2022

Knud Holt Nielsen