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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

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Shore, C. & Wright, S. (2020). The Kafkaesque Pursuit of “World Class”: Audit Culture and the Reputational Arms Race in Academia. I S. Rider, M. A. Peters, M. Hyvönen & T. Besley (red.), World Class Universities: A Contested Concept (s. 59-76). Springer. https://doi.org/10.1007/978-981-15-7598-3_5
Wright, S. (2020). ‘I’ve lost the smell of Elm dust’. I A. Tsing, F. Zhou, J. Deger & A. Keleman Saxena (red.), Feral Atlas: The More-Than-Human Anthropocene Stanford University Press. https://doi.org/10.21627/2020fa
Rowlands, J. & Wright, S. (2021). Hunting for points: the effects of research assessment on research practice. Studies in Higher Education, 46(9), 1801-1815. https://doi.org/10.1080/03075079.2019.1706077
Wright, S. & Douglas-Jones, R. (red.) (2020). Practicing Integrity: Exploring Research Integrity in Denmark. Aarhus Universitet. https://dpu.au.dk/fileadmin/edu/Forskning/CHEF/Projects/Practicing_Integrity/Practicing_Integrity_Booklet.pdf
Clemensen, N., Dannesboe, K. I., Winther, I. W., Jordt Jørgensen, N. & Kousholt, D. (2021). Skemaer for en nedlukket hverdag. Dansk pædagogisk tidsskrift, (2), 9-30. https://dpt.dk/temanumre/2021-2/skemaer-for-en-nedlukket-hverdag/
Madsen, L. M. & Adriansen, H. K. (2019). Opportunities, challenges - and bad weather: Experiences and reflections of African researchers involved in Danida funded research capacity building 1989-2019. https://dfcentre.com/wp-content/uploads/2020/07/Opportunies_challenges_and_bad_weather_2019_26juni-1.pdf
Madsen, L. M. & Adriansen, H. K. (2020). Research Outreach: Transnational research capacity building. https://researchoutreach.org/community-content/transnational-research-capacity-building-whose-standards-count/
Adriansen, H. K. & Madsen, L. M. (2020, mar. 30). What African scholars think of studying in Denmark. https://theconversation.com/what-african-scholars-think-of-studying-in-denmark-133241
Hansen, H. R. & Kjær, B. (2020). Det er ikke mangel på farlig leg, der skaber mistrivsel, Claus Holm. Berlingske Tidende, Artikel e7b89017.
Hansen, H. R., Nielsen, J. C. & Lund, G. E. (2020). Forskere: Vi har haft så travlt med at proppe unge ind i "internationale standarder", at vi har glemt Skandinaviens virkelige styrke. Berlingske Tidende.
Hansen, H. R., Skaaning Knage, F., Rasmussen, P. & Søndergaard, D. M. (2021). Lyden der forsvandt: Unges oplevelser og overvejelser i en tid med corona. Pædagogisk Psykologisk Tidsskrift, 58(1), 72-82. https://www.skolepsykologi.dk/58--%c3%a5rgang-2021
Knudsen, H. & Kousholt, K. (2020). Motivation er en konstruktion: Og det er svært at takke nej, både for motivationsarbejderen og den der skal motiveres. Social Udvikling, 2020, 33-38.
Nissen, M. & Kofod, K. H. (2020, mar. 31). Toilet Graffiti Revisited. https://www.scriptopolis.fr/en/toilet-graffiti-revisited/
Schmachtel, S. & Nissen, M. (2022). Going Public and Collective Subjectivity: Research as Precarious, Dissensual Practice. I B. Hünersdorf, G. Breidenstein, J. Dinkelaker, O. Schnoor & T. Tyagunova (red.), Going Public?: Erziehungswissenschaftliche Ethnografie und ihre Öffentlichkeiten (s. 265–278). Springer. https://doi.org/10.1007/978-3-658-34085-8_17
Nissen, M. & Christensen, T. F. (2019). At ville ville: Skitser af et motivlandskab. STUFF. http://www.stuffsite.org/katalog/at-ville-ville/
Elkjaer, B., Lotz, M. M. & Nickelsen, N. C. M. (2021). Coordination as integration: the dilemmas when organizing inter-professional teams at a hospice. I Current practices in workplace and organizational learning: revisiting the classics and advancing knowledge (s. 37-54). Springer. https://link.springer.com/chapter/10.1007/978-3-030-85060-9_3
Anderson, S. D. (2021). Plads til dobbeltfaglighed: antropologi som (professionel) læringspraksis. I H. Mogensen & S. Jöhncke (red.), Antropologien på arbejde: En grundbog om antropologisk kunnen (s. 181-188). Forlaget Samfundslitteratur.
Lieberoth, A. & Fiskaali, A. (2020). Can worried parents predict effects of video games on their children? A case-control study of cognitive abilities, wellbeing and addiction indicators. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.586699
Lieberoth, A. (2020). Digital Nadver og digitalt nærvær? mediepsykologiske perspektiver på sociale relationer i en skærmtid. Abstract fra Nadver, nærvær og medialitet, Aarhus, Danmark.
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
Fiskaali, A., Lieberoth, A. & Spindler, H. (2020). Exploring institutionalised esport in high school: A mixed methods study of well-being. I P. Fotaris (red.), Proceedings of the 14th European Conference on Game Based Learning, ECGBL 2020 (s. 160-167). Academic Conferences and Publishing International Limited. https://doi.org/10.34190/GBL.20.045
Gulløv, E. & Gulløv, J. (2021). Provinsens oversete uddannelsesopgave. Tidsskrift for professionsstudier, 17(32), 116–125. https://tidsskrift.dk/tipro/article/view/125163
Christensen, T. W. (2024). ‘We need to build strong bridges for this to be a decent place to live’: Policy, cultural sensitivity and a humanistic approach as essential when bridging and linking social capital. Nordic Journal of Social Research, 15(1), 1-16. https://doi.org/10.18261/njsr.15.1.7
Svinth, L. (2020). Øget chancelighed for børn i udsatte positioner. I D. Cecchin & V. Sieling (red.), Pædagogers kompetencer : mellem etik, dannelse, relationer og metodologi (s. 391-406). Akademisk Forlag.
Svinth, L. & Henningsen, I. (2021). Normeringers betydning for kvalitet i daginstitutioner. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 9 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Normeringer/Paedagogisk_indblik_09_Normeringers_betydning_for_kvalitet_i_daginstitutioner.pdf
Svinth, L. & Kjeldahl , A. S. (2021). Pædagogers involvering i børns leg - muligheder og dilemmaer. Pædagogisk Psykologisk Tidsskrift.
Rasmussen, J. D., Swane, C. & Winther, I. W. (2020). 5 uddrag af rapporten Sansesvækkelse i alderdommen - et etnografisk studie. Billeder, Video- og Lydoptagelser (digital) . https://soundcloud.com/faex2xzqbw81/sets/5-uddrag-af-rapporten
Kjær, B. & Dannesboe, K. I. (2021). Ulighed, stigma og social retfærdighed: pædagogisk arbejde med børnehavebørn i udsatte positioner. . Pædagogisk Psykologisk Tidsskrift, 58(1), 50-61. https://www.skolepsykologi.dk/58--%c3%a5rgang-2021
Kjær, B. & Danneskiold-Samsøe, I. (2020). Anerkendelse med specialpædagogisk indspil. Børns Hverdag, (6), 26-28. https://www.epaper.dk/jtoas/dlo1/dlo_6_2020/
Petersen, K. E. (2021). Danske daginstitutioners indsatser og disses betydninger for pædagogisk personale, børn og familer under COVID-19 pandemien. DPU, Aarhus Universitet. https://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Danske_daginstitutioners_indsatser_under_COVID-19_pandemien.pdf
Snorre Wilms Boysen , M., Hansen, N. F. & Yamil , M. (2020). Pædagogiske ildsjæle og entreprenører: Et studie af entreprenørskab som et muligt rum for faglig fordybelse og specialisering inden for det pædagogiske felt . Forskning i Pædagogers Profession og Uddannelse, 4(2), 32-48. https://doi.org/10.7146/fppu.v4i2.122500
Dahl, K. K. B. (2020). Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools. Power and Education, 12(3), 246-260. https://doi.org/10.1177/1757743820943226
Gilliam, L., Khawaja, I., Mørck, L. L. & Soei, A. (2020). 21 fremtrædende forskere: Mette Frederiksen og regeringens såkaldte tryghedspakke vil skade mere end gavne. Politiken, kroniken, Artikel e7fa9614. https://politiken.dk/debat/kroniken/art7979179/Mette-Frederiksen-og-regeringens-s%C3%A5kaldte-tryghedspakke-vil-skade-langt-mere-end-gavne
Læssøe, J., Anderson, S. D., Esbensen, G. L., Prevót, A. C., Martin, L., Hedblom, M., Mårtenson, F. & Ode-Sang, Å. (2020). Children Education and Nature Based Solutions: Research Review Report. Regreen.
Morote, R., Anyan, F., Las Hayas, C., Gabrielli, S., Zwiefka, A., Gudmundsdottir, D. G., Ledertoug, M. M., Olafsdottir, A. S., Izco-Basurko, I., Fullaondo, A., Mazur, I., Królicka-Deregowska, A., Knoop, H. H., Hjemdal, O. & The UPRIGHT consortium (2020). Development and validation of the theory-driven School Resilience Scale for Adults: Preliminary results. Children and Youth Services Review, 119, Artikel 105589. https://doi.org/10.1016/j.childyouth.2020.105589
Simovska, V. & Kousholt, D. (2021). Trivsel - et befordrende eller tyrannisk begreb? Skitsering af et udvidet begreb om skoletrivsel. Pædagogisk Psykologisk Tidsskrift, 58(1), 54-64. https://www.skolepsykologi.dk/58--%c3%a5rgang-2021
Dovigo, F. (2020). Come nascono le mode educative: un’analisi del pestalozzismo. Formazione & Insegnamento, XVIII(3), 355-364. https://doi.org/10.7346/-fei-XVIII-03-20_28
Nielsen, J. C., Skrubbeltrang, L., Stilling Olesen, J. & Karen, D. (2022). Cooperation between schools and elite sports: How are schools affected from engaging in athletic talent development? International Studies in Sociology of Education, 31(3), 325-346. https://doi.org/10.1080/09620214.2020.1847167
Rogers, M., Dovigo, F. & Doan, L. (2020). Educator identity in a neoliberal context: Recognising and supporting early childhood education and care educators. European Early Childhood Education Research Journal (EECERJ), 28(6), 806-822. https://doi.org/10.1080/1350293X.2020.1836583
Dovigo, F. (2020). Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education. I F. Dovigo, D. Rodriguez-Gomez & J. Gairin (red.), The Social Dimension of Higher Education in Europe: Issues, Strategies and Good Practices for Inclusion (s. 183-212). Brill | Sense.
Dovigo, F. (2020). Fostering Good Practices for Vulnerable Students in Higher Education: Suggestions from Italy. I F. Dovigo, D. Rodriguez-Gomez & J. Gairin (red.), The Social Dimension of Higher Education in Europe: Issues, Strategies and Good Practices for Inclusion (s. 81-104). Brill | Sense.
Dovigo, F. (2020). Diversity, Access, and Success in Higher Education: A Transnational Overview. I F. Dovigo, D. Rodriguez-Gomez & J. Gairin (red.), The Social Dimension of Higher Education in Europe: Issues, Strategies and Good Practices for Inclusion (s. 29-59). Brill | Sense.
Gairín, J., Rodríguez-Gómez, D. & Dovigo, F. (2020). Introduction. I F. Dovigo, D. Rodriguez-Gomez & J. Gairin (red.), The Social Dimension of Higher Education in Europe: Issues, Strategies and Good Practices for Inclusion (s. 1-6). Brill | Sense.
Dovigo, F. (2020). Conclusions. I F. Dovigo (red.), An overview of refugee education in Europe (s. 98-101). Aarhus Universitet. https://projects.au.dk/fileadmin/ingen_mappe_valgt/ITIRE_Report.pdf
Dovigo, F. (2020). Refugee education approaches and strategies in Southern Europe: Albania, Cyprus, Greece, Italy, Malta, Portugal and Spain. I F. Dovigo (red.), An overview of refugee education in Europe (s. 28-47). Aarhus Universitet. https://projects.au.dk/fileadmin/ingen_mappe_valgt/ITIRE_Report.pdf
Winther, I. W. & Larsen, S. N. (2021). To share and ‘be shared’…: Everyday life experiences as 'shared children' - micro-anthropological analyses and conceptual offers. Recherches Sociologiques et Anthropologiques, 52(1), 95-119. https://doi.org/10.4000/rsa.4704
Andersen, F. Ø. (2020). Drama på Cypern. Danmarks Veteraner, 51(4-5), 22-23.
Wallace, J., Frederiksen, P. L. & Stenger, M. (2020). Cobots I dansk produktion: gevinster og barrierer ved brug af kollaborative robotter. Teknologisk Institut. https://via.ritzau.dk/data/attachments/00621/2d17735f-621c-487d-be9f-260a149c05bc.pdf
Wallace, J. & Knudsen, L. E. D. (2023). Walking towards a method for multi-sited drawing. I J. Roldan, R. M. Viadel, M. Mosavarzadeh, K. Morimoto & R. L. Irwin (red.), Visual Methods, A/r/tography and Walking (s. 144-159). Tirant Lo Blanch.
Hansen, H. R., Skaaning Knage, F., Rasmussen, P. & Søndergaard, D. M. (2021, sep. 15). Savn, sårbarhed og socialitet blandt unge under corona.

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Uddannelsenævnet for:

Pædagogisk antropologi & UAG

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Kandidatuddannelsen i pædagogisk psykologi
Revideret 18.05.2026
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Carsten Henriksen