Afdeling for pædagogisk filosofi og generel pædagogik

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Videnskabelige medarbejdere

Navn	Jobtitel	E-mail	Telefon	Bygning
Broström, Stig	Emeritus	stbr@edu.au.dk	+4524447570	D, 114
Carlsson, Monica Susanne	Lektor	monica@edu.au.dk	+4587163724	D, 104
Damgaard Warrer, Sarah	Ph.d.studerende	sach@edu.au.dk		D, 138
Dohn, Niels Bonderup	Lektor	dohn@edu.au.dk	+4587163716	1483, 544
Duncan-Bendix, Jennifer	Videnskabelig assistent	jdb@edu.au.dk		D, 109
Frandsen, Henrik Vase	Lektor	hvf@edu.au.dk	+4587163871	D, 106
Frølund, Sune	Emeritus	sufr@edu.au.dk	+4541589668	D, 141
Gibson, Andrew Gerard	Postdoc	agib@edu.au.dk		1483
Grimm, Jon Auring	Ph.d.-studerende	jag@edu.au.dk
Hansen, Ole Henrik	Lektor	ohh@edu.au.dk	+4522916518	D, 109
Henriksen, Mia Skjold Tvede	Ph.d.-studerende	msth@edu.au.dk
Hersom, Christina	Ph.d.-studerende	christinahersom@edu.au.dk
Huggler, Jørgen	Lektor	johu@edu.au.dk	+4560202790	D, 142
Hyldgaard, Kirsten	Lektor	hyldgaard@edu.au.dk	+4593508186	D, 143
Jensen, Hans Siggaard	Professor emeritus	hsj@edu.au.dk	+4540414593	D, 117
Kauffmann, Oliver	Lektor	kauffmann@edu.au.dk	+4593508040	D, 148
Knoop, Hans Henrik	Lektor	knoop@edu.au.dk	+4593508162	1483, 554
Korsgaard, Ove	Professor emeritus	ove@edu.au.dk		D, 114
Laursen, Per Fibæk	Professor emeritus	pefi@edu.au.dk	+4521702695
Magne, Jeanette	Studielektor	jema@edu.au.dk	+4587163854	D, 115
Nuriler, Hatice	Ph.d.-studerende	haticenuriler@edu.au.dk
Olsen, Anne-Marie Eggert	Lektor	ameo@edu.au.dk	+4529864317	D, 144
Petersen, Karen Bjerg	Lektor	kp@edu.au.dk	+4587163821	1483, 551
Pio, Frederik	Lektor	frpi@edu.au.dk	+4587163906	D, 153
Rømer, Thomas Aastrup	Lektor	thar@edu.au.dk	+4587163606	1483, 546
Sacara-Gulløv, Cristina Daniela	Ph.d.-studerende	cgul@edu.au.dk
Schou, Lotte Rahbek	Lektor emerita	lrs@edu.au.dk
Skov, Signe	Postdoc	sskov@edu.au.dk		1483, 521
Bengtsen, Søren Smedegaard	Lektor	ssbe@edu.au.dk	+4520467019	1483, 520
Sørensen, Asger	Lektor	aso@edu.au.dk	+4551328145	D, 111
Wiberg, Merete	Lektor	wiberg@edu.au.dk	+4520586298	1483, 519
Wieser, Clemens	Lektor	wie@edu.au.dk	+4522501016	1483, 518

Seneste publikationer

Sortér efter: Dato | Forfatter | Titel

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

Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Coda: Trust and Vision. I S. Bengtsen & R. Gildersleeve (red.), Tranformation of the University : Hopeful Futures for Higher Education (s. 175-178). Routledge. World Issues in the Philosophy and Theory of Higher Education Bind 1 Nr. 1 https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Sørensen, A. (2022). Critical theory, immanent critique and neo-liberalism. Reply to critique raised in Copenhagen. Philosophy and Social Criticism, 48(2), 184-208. https://doi.org/10.1177/01914537211059506

Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). En bog til nye lærere: indledning. I K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (red.), Overlevelsesguide for nye lærere (s. 9-11). Dafolo.

P. van Tonder, G., M. Kloppers, M., Grosser, M. M. & Knoop, H. H. (red.) (2022). Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education. Frontiers of Psychology: Positive Psychology , 12, [789194]. https://doi.org/10.3389/fpsyg.2021.789194

Broström, S. (2022). Et modigt læringsmiljø. I S. Broström & K. Mellon (red.), Mod i pædagogikken (s. 67-95). Akademisk Forlag.

Carlsson, M. S. (2022). Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and wellbeing. Health Education, 122(3), 335-349. https://doi.org/10.1108/HE-09-2020-0080

Bessems, K., Simovska, V., Willems, M., Carlsson, M. S. & De Vries, N. (2022). Factors influencing sustainability of online platforms for professionals: a mixed-method study in OECD countries . Health Promotion International, 37(1). https://doi.org/10.1093/heapro/daab063

Petersen, K. B. (2022). Global Citizenship Education for (Unknown) Futures of Education: Reflections on Skills-and Competency-based versus Virtue-based Education. Journal of Futures of Education, Culture and Nature. Learning to Become. FECUN, 1, 89-101. https://doi.org/10.7146/fecun.v1i.130238

Dadaczynski, K., Carlsson, M. & Gu, Q. (2022). Guest editorial: Leadership in school health promotion. The multiple perspectives of a neglected research area. Health Education, 122(3), 261-266. https://doi.org/10.1108/HE-04-2022-138

Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Introduction: Understanding the Transformation of the University . I S. Bengtsen & R. Gildersleeve (red.), Transformation of the University : Hopeful Futures for Higher Education (s. 1-9). Routledge. World Issues in the Philosophy and Theory of Higher Education Bind 1 Nr. 1 https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Baatouche, N., De Maricourt, P., Bernaud, J-L. & Knoop, H. H. (red.) (2022). Meaning of Education and Wellbeing: Understanding and Preventing the Risk of Loss of Meaning in Students. Frontiers in Psychology, 13, [796107]. https://doi.org/10.3389/fpsyg.2022.796107

Utvær, B. K. S., Torbergsen, H., Engan Paulsby, T., Haugan, G. & Knoop, H. H. (red.) (2022). Nursing Students’ Emotional State and Perceived Competence During the COVID-19 Pandemic: The Vital Role of Teacher and Peer Support. Frontiers of Psychology: Positive Psychology , 12, [793304]. https://doi.org/10.3389/fpsyg.2021.793304

Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z

Pio, F. (2022). Rocking Heidegger: Musical Experience between Technology and Ontology. I J. Spier & C. Rentmeester (red.), Heidegger & Music Rowman & Littlefield Publishers.

Petersen, K. B., Byrd, D. & Mower, D. (2021). About this issue - from the Editors. Journal of the International Society for Teacher Education, 25(1), 5-8. [1]. https://isfte.org/index.php/2021/07/12/jiste-25-1-diverse-aspects-on-education-perspectives-from-the-world/

Jensen, T. W., Nordentoft, H. M. & Smedegaard Ernst Bengtsen, S. (2021). Academic writing development of master’s thesis pair writers: The impact of negotiating and assigning writerly identities . Abstract fra EATAW 2021 11th Conference of the European Association for the Teaching of Academic Writing, Ostrava, Tjekkiet.

Laursen, P. F. (2021). Alenlange skoledage gør ikke eleverne klogere. Politiken, Sektion 2 (Kultur), 5-5.

Sørensen, A. (2021). Aliénation, Entfremdung – and Alienation: Hegel’s Solidary Displacement of Diderot. Filozofija i društvo, 32(4), 589–628. https://doi.org/10.2298/FID2104589S

Laursen, P. F. (2021). Almendidaktikbegrebet: i skoleperspektiv. I M. Carlsson & M. Stovgaard (red.), Almendidaktik: udfordringer og åbninger (s. 29-41). U Press.

Broström, S. (2021). Almendidaktikbegrebet: i et dagtilbudsperspektiv. I M. Carlsson & M. Skovgaard (red.), Almendidaktik: udfordringer og åbninger (s. 15-28). U Press.

Grumløse, S. P. & Hedegaard-Sørensen, L. (2021). Analyser i flere lag: observation og interview. I H. Møller, M. E. Jensen, V. Schrøder & A. Søndergaard Gregersen (red.), Kvalitative undersøgelser i læreruddannelsens BA-projekt.: Inspiration fra praksisnær skoleforskning. (s. 145-156). Samfundslitteratur.

Wieser, C. (2021). Analytical stages in Ethnographic Fieldwork and Data Analysis: Links between Involved Fieldwork and Retrospective Data Analysis. Abstract fra European Conference on Educational Research (ECER), Geneva (online), 2021.

Broström, S. & Frøkjær, T. (2021). At arbejde pædagogisk med bæredygtighed. Tidsskriftet 0-14, 31 (2), 86-89. [17].

Pio, F. (2021, jan. 1). Blog Folkeskolen.dk: Pædagogik, civilisation og skole.

Broström, S. (2021). Børn lærer når de leger. Skolestart, (4), 27-29.

Wieser, C. & Maeder, C. (2021). Challenges and Insights on the Way to Ethnographic Knowledge: Data Analysis in Ethnography. Abstract fra European Conference on Educational Research (ECER), Geneva (online), 2021.

Sørensen, A. (2021). Classical Critical Theory, Epistemological Dialectics and General Economy: Reply to Criticism raised in Belgrade and Shanghai. Filozofija i društvo, 32(1), 40-64. https://doi.org/10.2298/FID2101040S

Petersen, K. B. (red.) (2021). Conditions Influencing Learning and Teaching: Country Based Investigations and Reflections. International Society for Teacher Education. Journal of the International Society for Teacher Education Bind 25 Nr. 1

Melander, C., Löfqvist, C., Haak, M., Edgren, G., Smedegaard Ernst Bengtsen, S. & Iwarsson, S. (2021). DOCTORAL STUDENTS’ EXPERIENCES OF BEING AFFILIATED WITH A NATIONAL INTERDISCIPLINARY GRADUATE SCHOOL IN AGING AND HEALTH IN SWEDEN. Poster session præsenteret ved SWEAH Milestone Conference, Lund, Sverige.

Petersen, K. B. (2021). De unges fortællinger - under og efter opholdet på Fulton. I K. Bjerg Petersen & F. Ørsted Andersen (red.), Fulton projektet: Forskningsrapport (s. 59-84). DPU, Aarhus Universitet. https://edu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Rapport_-_Fulton-projektet_-_Forskningsrapport.pdf

Rømer, T. A. (2021). Den store nedlukning: dagbog fra biostatens første år. U Press.

Rømer, T. A. (2021). Det danske firkløver: om modersmål, fædreland, konge og folk. Grundtvigsk Tidende, 173(5), 22-25.

Laursen, P. F. (2021). Det personlige i lærerhvervet. I K. K. B. Dahl (red.), Professionspsykologi (s. 103-118). Aarhus Universitetsforlag.

Hedegaard-Sørensen, L. (2021). Dilemmaer i inklusion og fællesskaber. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 120(41), 39-49. [4]. https://www.kvan.dk/product_info.php?cPath=3&products_id=137

Smedegaard Ernst Bengtsen, S. (2021). Doctoral Education and Societal Impact in the Humanities.

Wieser, C. (2021). Empirisk analyse af undervisningspraksis og didaktiske situationer. I Almendidaktik : udfordringer og åbninger (s. 57-70). U Press.

Broström, S. (2021). En god skolestart = et godt samarbejde mellem børnehave og skole. Skolestart, 51(1), 10-12.

Hyldgaard, K. (2021). Filosofi og fagfilosofi. Paradoks: Tidsskrift for Filosofi og Teori. https://paradoks.nu/2021/07/15/filosofi-og-fagfilosofi/

Petersen, K. B. & Andersen, F. Ø. (red.) (2021). Fulton-projektet: Forskningsrapport. DPU, Aarhus Universitet. https://newsletter.au.dk/t/j-87D52C294B7667ED2540EF23F30FEDED?fbclid=IwAR2bE6JePSJJaNsOcttGFcv86Hl5ENFATTgQRUbP-eiTbfrNi15LDjQGH2g

Rømer, T. A. (2021). Gert Biesta - Education between Bildung and Post-structuralism. Educational Philosophy and Theory, 53(1), 34-45. https://doi.org/10.1080/00131857.2020.1738216

Petersen, K. B. (2021). Global Citizenship Education for (unknown) Futures. 15. Abstract fra Futures of Education - Learning to Become, Danmark.

Petersen, K. B. (2021). Global Citizenship Education, Internationalization and Global Concerns. Reflections from Denmark. I K. B. Petersen, K. Von Brömssen, G. Hellesdatter, J. Gaarsdal, M. Paulsen & O. Koefoed (red.), Rethinking Education in the Light of Global Challenges : Culture, Society, and the Anthropocene (s. 152-165). Routledge. https://doi.org/10.4324/9781003217213-12

Laursen, P. F. (2021). Hvad former undervisningens landskab? Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 41(119 ), 7-16.

Carlsson, M. S. & Stovgaard, M. (2021). Hvorfor almendidaktik? I M. Carlsson & M. Stovgaard (red.), Almendidaktik : udfordringer og åbninger (s. 7-14). U Press.

Ng, W., Tov, W., Veenhoven, R., Rothmann, S., Chambel, M. J., Chen, S., Cole, M. L., Consiglio, C., Costantini, A., Datu, J. A. D., Di Blasi, Z., Gumbau, S. L., Huber, A., Kelders, S. M., Klibert, J., Knoop, H. H., Mayer, C-H., Nel, M., Salanova, M. ... van Zyl, L. E. (2021). In Memory of Edward Diener: Reflections on His Career, Contributions and the Science of Happiness. Frontiers in Psychology, 12, 2144. https://doi.org/10.3389/fpsyg.2021.706447

Rømer, T. A., Brinkmann, S. & Pedersen, L. T. (2021). Indledning: Hvorfor sidste chance? I Sidste chance : nye perspektiver på dannelse (s. 7-18). Klim.

Weirsøe, M. & Hedegaard-Sørensen, L. (2021, dec. 1). Inklusion: Giv eleverne indflydelse på undervisningen? https://dpu.au.dk/om-dpu/nyheder/nyhed/artikel/inklusion-giv-eleverne-indflydelse-paa-undervisningen

Stanek, H. & Hedegaard-Sørensen, L. (2021, jan. 28). Inklusionen kom ikke af sig selv. Fagbladet Folkeskolen. https://backend.folkeskolen.dk/~/4/5/folkeskolen02x21.pdf

Laursen, P. F. (2021). Intelligensbegrebet: nyttigt, men farligt. VejlederForum Magasinet, 2021(1).

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