DPU

Aarhus Universitets segl
Du er her: DPU Om DPU Organisation Afdeling for Pædagogisk antropologi og Pædagogisk psykologi

Afdeling for
Pædagogisk antropologi og Pædagogisk psykologi

Om afdelingen

Afdelingen er en af fire afdelinger ved DPU, Aarhus Universitet og er bygget op omkring kandidatuddannelserne i Pædagogisk antropologi og Pædagogisk psykologi.

Forskerne i afdelingen indgår i en række forskningsenheder.

Uddannelser

Kandidatuddannelsen i

Pædagogisk antropologi

Kandidatuddannelsen i

Pædagogisk psykologi og Pædagogisk psykologi/PPR-specialseringslinjen

Kandidatuddannelsen i

Uddannelsesantropologi og globalisering

Forskningsenheder

Seneste publikationer

Sortér efter: Dato | Forfatter | Titel

Nickelsen, N. C. M. & Lydahl, D. (2024). Assemblage of autonomy and assemblage of dependency: reconfiguring care with robots. Afhandling præsenteret på Robophilosophy Conference 2024, Aarhus, Danmark.
Nickelsen, N. C. M., Lydahl, D., Domenech, M. & Thygesen, H. (2024). Assemblages of autonomy and assemblages of dependency: care robots in the wild. Afhandling præsenteret på Making and doing transformation, Amsterdam, Holland.
Nickelsen, N. C. M. (2024). Assemblages of Autonomy and Assemblages of Dependency: Reconfiguring Care with Robots .
Larsen, B. R. (2024). A State within Reach? An Ethnographic Case Study on the Relocation of a Government Workplace from Copenhagen to a Small Town in Rural Denmark. Journal of Rural Studies, 106, 1-9. Artikel 103218. https://doi.org/10.1016/j.jrurstud.2024.103218
Shore, C. & Wright, S. (2024). Audit Culture: How Indicators and Rankings are Reshaping the World. Pluto Press.
Gilliam, L. (2024). Averting, stepping-up or shielding: School strategies and intensive minority parenting among second-generation minority Danish parents. Journal of Ethnic and Migration Studies, 50(4), 792-810. https://doi.org/10.1080/1369183X.2023.2199945
Kousholt, K. B. (2024). A writing parent: Danish boarding schools as caring alternative practices in a crisis of well-being. I B. Stanković, T. Zittoun & T. Nikitović (red.), 20th Coference of the international society for theoretical psychology - Theory as engagement: Book of Abstracts (s. 14-14). University of Belgrade.
Gulløv, E. (2024). Balanced emotional expressions. Learning to be an autonomous social being. I N. Marquis (red.), Education, Parenting and Mental Health Care in Europe. : The Contradictions of Building Autonomous Individuals (s. 95-109). Routledge. https://doi.org/10.4324/9781003377207-8
Bøttcher, L. & Dammeyer, J. H. (2024). Begreber til at vurdere testredskabers kvalitet. I L. Bøttcher & J. Dammeyer (red.), Pædagogisk psykologisk testning og udredning (s. 85-104). Samfundslitteratur.
Christensen, T. W., Clubb, G. (red.), Scrivens, R. (red.) & Islam, M. (red.) (2024). Being a former becoming a mentor and the value of using formers in exit work. I G. Clubb, R. Scrivens & M. Islam (red.), Former Extremists: Roles in Preventing and Countering Violence (s. 58-77). Oxford University Press. https://fdslive.oup.com/www.oup.com/academic/pdf/openaccess/9780197765074.pdf
Christensen, T. W., Lindekilde, L., Sivenbring, J., Bjørgo, T., Gjelsvik, I. M., Solhjell, R., Haugstvedt, H., Malmros, R. A., Kangasnniemi, M. & Kallio, H. (2024). “Being a Risk” or “Being at Risk”: Factors Shaping Negotiation of Concerns of Radicalization within Multiagency Collaboration in the Nordic Countries. Democracy and Security , 20(1), 1-24. https://doi.org/10.1080/17419166.2023.2220117
Størup, J. O. & Lieberoth, A. (2024). BLICK ÜBER DIE GRENZEN: FRÜHE MEDIENERZIEHUNG IN DÄNEMARK. Merz: Medien + Erziehung, 68(1), 47-48. https://doi.org/10.21240/merz/2024.1.12
Winther-Lindqvist, D. A. (2024). Bliver børn glade af at lege? Og hvad betyder det for deres trivsel? Videnskab.dk [online].
Ulrik Andreasen, L. (2024). Blodets siven gennem de lyserøde shorts: Menstruationsblod som sociomateriel ytring og aktivistisk potentiale. Tidsskriftet Antropologi, 89, 107-127. https://doi.org/10.7146/ta.vi89.148003
Rose, P. (2024, jul.). Børneinddragelse – børns veje til deltagelse.
Rose, P. (2024, jul.). Børneperspektiver i egen ret - et Grundsyn på barnet.
Rose, P. (2024). Børn og unges egne perspektiver på betydningen af deltagelse i fritids- og ungdomspædagogiske institutioner. I K. E. Petersen & C. Schultz (red.), Fritids- og ungdomspædagogik : en grundbog i fritids- og ungdomspædagogisk arbejde med større børn og unge (s. 164-188). Ungdomsringen.
Knage, F. S. & Hedegaard, M. L. L. (2024, aug.). Børn siger altid noget - også når de holder mund. https://dpu.au.dk/asterisk/kommentar-108
Holm, L. & Ahrenkiel, A. (2024). Børns sprogleg - en upåagtet dimension af børnesprog. Sprogforum, 30(1), 12-17. https://doi.org/10.7146/spr.v30i1.145749
Mogensen, N. D. (2024). Børns sprogsteder. Dansk Pædagogisk Tidsskrift, 2024(1). https://dpt.dk/temanumre/2024-1/boerns-sprogsteder/
Gilliam, L. & Gulløv, E. (2024). Bringing Norbert Elias to School: Education and the Civilizing Process. I N. Gabriel (red.), International Comparisons in Learning and Education: Eliasian Perspectives (s. 53-80). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-60958-9_4
Brandt, A. & Bruun, M. H. (2024). Byen som etnografisk living lab: oversvømmelser og klimatilpasning i Vejle. I G. Silding (red.), Vand og Bosætning: potentiale eller trussel? (s. 39-52). Dansk Byplanlaboratorium. https://www.byplanlab.dk/sites/default/files/BHU_skrift_84_2024.pdf?0.6237771336142782
Ghandchi, N. (2024). Caregiving and flying cars: interactionally mediated practices of care through language brokering within an Afghan migrant family in Denmark. Journal of Multilingual & Multicultural Development, 45(7), 2785-2800. https://doi.org/10.1080/01434632.2022.2071428
Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT
Holm, L. (2024). Challenges in language testing of multilingual individuals. I S. Ivanov, A. Andersson & A. Johansson (red.), 2024: Educational linguistics: Language(s) from childhood to adult age Linnæus University.
Petersen, K. E. (2024). Children and young peoples active participation in research – perspectives on participatory research with children and young people. Afhandling præsenteret på Participatory research with children and young people: Empowering Voices, Upholding Rights, Fostering Growth, Sverige.
Læssøe, J., Anderson, S. D., Sierra-Jimenez, M. J. & Elze, S. (2024). Children and youth participation and learning in science and local governance related to nature-based solutions: REGREEN Deliverable D5.7. https://doi.org/10.5281/zenodo.10722383
Holm, L. & Ahrenkiel, A. (2024). Children´s language play as collaborative improvisations - rethinking paths to literacy. Journal of Early Childhood Literacy, 24(2), 298-317. https://doi.org/10.1177/14687984211067131
Gulløv, E. (2024). Choosing School, Choosing Friends: Parents’ Reflections on Choice of School . Afhandling præsenteret på European Sociological Association, Porto, Portugal.
Simovska, V. & Primdahl, N. L. (2024). Conceptualisations of Wellbeing in Schools: Insights from a Literature Review. Abstract fra ECER 2024, Nicosia, Cypern.
Dahl, K. K. B. (2024). Cross-professional inequality in the classroom - situated in Danish classrooms. 1-9. Abstract fra European Conference of Educational Research, ECER, Cypern.
Larsen, B. R. (2024). Da en statslig arbejdsplads flyttede fra København til Nakskov: Om skabelsen af mening og kollegaskab blandt nye og gamle medarbejdere i en ’udflyttet’ statsinstitution . Jordens Folk, 59(1), 13-27.
Svinth, L. & Ringsmose, C. (2024). Daglige rutiner og børns deltagelse – den inspirerende praksis ifølge pædagogisk personale. Paideia: tidsskrift for professionel pædagogisk praksis, 28. https://tidsskrift.dk/Paideia/article/view/152162
Gjørding, M. R., Hansen, N., Schultz, V. & Jefferson, A. (2024, feb. 21). Dansk leje af fængsel i Kosovo cementerer en diskriminerende straffepraksis. Eftertrykket.dk. https://www.eftertrykket.dk/2024/02/21/dansk-leje-af-faengsel-i-kosovo-cementerer-en-diskriminerende-straffepraksis/
Bøttcher, L. & Dammeyer, J. (2024). De grundlæggende principper for pædagogisk psykologisk testning og udredning. I L. Bøttcher & J. Dammeyer (red.), Test og udredning i pædagogisk psykologisk praksis (s. 17-31). Samfundslitteratur.
Bøttcher, L. & Dammeyer, J. H. (2024). Den pædagogisk psykologiske udredning: tilrettelæggelse og gennemførelse. I L. Bøttcher & J. Dammeyer (red.), Pædagogisk psykologisk testning og udredning (s. 33-52). Samfundslitteratur.
Lieberoth, A. (2024). Den store skole-skærmkamp. Laesepaedagogen, 72(6), 23-27.
Kousholt, D. (2024). Det nationale center for PPR-forskning retter fokus på samarbejde om udvikling af pædagogisk praksis i dagtilbud og skole. Audiologopædisk Tidsskrift, 2024(12). https://alf.dk/audiologopaedisk-tidsskrift/det-nationalt-center-for-ppr-forskning-retter-fokus-paa-samarbejde-om-udvikling-af-paedagogisk-praksis-i-dagtilbud-og-skole/
Gylling-Andersen, T. (2024). Developing theory by engaging in collaborative transformations of educational practice. European Journal of Psychology of Education, 39(3), 2719-2738. https://doi.org/10.1007/s10212-024-00883-w
Mathiassen, C. & Bottcher, L. (2024). Developmental and Educational Possibilities during Imprisonment? I Dialectic Special Pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (s. 189-216). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0015
Mathiassen, C. & Bøttcher, L. (2024). Developmental possibilities during imprisonment? Pedagogical reflections on how to support prisoners in transitioning to viable non-criminalized lives. I Dialectic Special Pedagogy: Supporting the transitions of people with disabilities and atypical development (s. 189-216). Bloomsbury Academic.
Bøttcher, L. & Mathiassen, C. (red.) (2024). Dialectic Special Pedagogy: Supporting the transitions of people with disabilities and atypical development. Bloomsbury Academic.
Kolmos, M. & Karlskov Skyggebjerg, A. (2024). Dialogisk læsning af billedbøger som udgangspunkt for udvikling af børnehavebørns handlekraft og sprog for bæredygtighed. Afhandling præsenteret på Skriv! Les!. , Stavanger, Norge.
Gilliam, L. & Markom, C. (red.) (2024). Difference and sameness in schools: Perspectives from the European anthropology of education. Berghahn Books. EASA-series Bind 48 https://doi.org/10.3167/9781805394761
Díaz, C., Alba-Marrugo, M., Tungjitcharoen, W., García, N. B. & Lieberoth, A. (2024). Digital media as COVID-19 lifeline or stressor? An exploratory study on the perception of media usage under isolation. Observatorio, 18(1), 90-110. https://doi.org/10.15847/obsOBS18120242300
Bruun, M. H. (2024). Digital Methods to Support Ethnographic Data Collection and Coding. I Teaching Cases: How to Teach Digital Competencies (s. 38-39). Aarhus Universitet. https://digitalcurriculum.au.dk/fileadmin/DigitalCurriculum/Teaching_case_catalogue_2024.pdf
Gulløv, E. (2024). Doing Family Right: The impact of children’s institutions on family-practices, parental norms and social distinctions. I S. Bollig (red.), Practicing the Family: The doing and Making of Family in, with and through Social Work and Education (s. 77-92). Transcript Verlag. https://www.transcript-verlag.de/978-3-8376-6281-8/practicing-the-family/?c=310000025
Dahl, K. K. B. (2024). Doubly situated teacher professionalism: School culture, personal narrations and becoming a teacher in Danish schools. International Journal of Educational Development, 107, Artikel 103047. https://doi.org/10.1016/j.ijedudev.2024.103047, https://doi.org/10.1016/j.ijedudev.2024.103047
Cordoves, A., García Rodríguez, D. E. & Perez Aguilera, M. (2024). Effects of Cuban University Access Policy (2001-2010) on formerly marginalised people. Abstract fra Royal Anthropological Institute 2024: Anthropology and Education, London, Storbritannien. https://doi.org/10.5281/zenodo.13269464
Frank, M., Egger, A. S., Unterweger, G., Weitkämper, F., Wieser, C. & Wright, S. (2024). Elaborating New Insights in Transnational Ethnographic Collaborations: Opportunities and Challenges . I J. Budde, A. Wischmann, M. Meier & G. Rißler (red.), Novelty, Innovation and Transformation in Educational Ethnographic Research: European Perspectives (s. 135-151). Routledge. https://doi.org/10.4324/9781032629384-14

Viser resultater 151 til 200 ud af 2110

Forrige

1

2

3

4

5

6

7

8

9

10

Næste

Medarbejdere

Kontakt

Afdelingsleder

Afdelingsadministrator

Uddannelsenævnet for:

Pædagogisk antropologi & UAG

Uddannelsenævnet for:

Kandidatuddannelsen i pædagogisk psykologi

Revideret 18.05.2026
-
Carsten Henriksen