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Afdeling for
Pædagogisk antropologi og Pædagogisk psykologi

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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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Wright, S. & Ørberg, J. W. (2015). Autonomy and control: Danish university reform in the context of modern governance (Revised and updated). I B. W. Shear, S. B. Hyatt & W. Susan (red.), Learning under neoliberalism: ethnographies of governance in higher education (1. udg., s. 178-200). Berghahn Books.
Wright, S. (2015). Culture and keywords in organisations: a case of continual contestation. Journal of Business Anthropology, 4(1), 129-138.
Wright, S., Curtis, B., Lucas, L. & Robertson, S. (2015). Research Assessment Systems and their Impacts on Academic Work in New Zealand, the UK and Denmark: Summative Working Paper for URGE Work Package 5. (s. 55). Department of Education, Aarhus University.
Wright, S. (2015). Introduction to 'People of the Wind'. https://www.dur.ac.uk/resources/anthropology/undergraduatestudy/SWonPeopleoftheWind2003.pdf
Wright, S. & Simpson, B. (red.) (2015). David Brook's Archive Website.
Wright, S. (2016). The imaginators of english university reform. I S. Slaughter & B. J. Taylor (red.), Higher education, stratification, and workforce Development: Competitive advantage in Europe, the US, and Canada (s. 127-149). Springer. https://doi.org/10.1007/978-3-319-21512-9
Wright, S. (2016). Afterword: shifting categories of public and private. I D. Cantini (red.), Rethinking private higher education: ethnographic perspectives (s. 220-231). Brill.
Wright, S. (2016). Universities in a knowledge economy or ecology? policy, contestation and abjection. Critical Policy Studies, 10(1), 59-78. https://doi.org/10.1080/19460171.2016.1142457
Wright, S. & Shumar, W. (2016). Introduction: Digital Media and Contested Visions of Education . Learning and Teaching, 9(2), 1-11. https://doi.org/10.3167/latiss.2016.090201
Wright, S. & Greenwood, D. (2017). Recreating universities for the public good: pathways to a better world. Learning and Teaching, 10(1), 1-4. https://doi.org/10.3167/latiss.2017.100101
Wright, S. & Greenwood, D. (2017). Universities run for, by, and with the faculty, students and staff: alternatives to the neoliberal destruction of higher education. Learning and Teaching, 10(1), 42-65. https://doi.org/10.3167/latiss.2017.100104
Wright, S. & Ørberg, J. W. (2019). Contested narratives of university reform. I S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (red.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (s. 87-126). Springer Publishing Company. https://doi.org/10.1007/978-94-024-1921-4_4
Wright, S., Carney, S., Krejsler, J. B., Nielsen, G. B. & Ørberg, J. W. (2020). Enacting the University: Danish University Reform in an Ethnographic Perspective. Springer. Higher Education Dynamics Bind 53 https://doi.org/10.1007/978-94-024-1921-4
Wright, S. (2019). University reform: international policy making through a Danish prism. I S. Wrigth, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (red.), Enacting the university: Danish university reform in an ethnographic perspective (s. 55-85). Springer. https://doi.org/10.1007/978-94-024-1921-4
Wright, S. (2019). Introduction: an ethnography of university reform. I S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (red.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (s. 3-24). Springer. https://doi.org/10.1007/978-94-024-1921-4_1
Wright, S. (2019). Enactment of the university: issues and concepts. I S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (red.), Higher Education Dynamics: Danish University Reform in an Ethnographic Perspective (s. 25-51). Springer. https://doi.org/10.1007/978-94-024-1921-4_2
Wright, S. (2019). Enactment and transformation of the university: conclusion. I S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (red.), Enacting the university: Danish university reform in an ethnographic perspective (s. 307-329). Springer. https://doi.org/10.1007/978-94-024-1921-4_12
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
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
Wright, S. & Manley, J. (2021). Co-operative education: From Mondragón and Bilbao to Preston. I The Preston Model and Community Wealth Building: Creating a Socio-Economic Democracy for the Future (1st Edition udg., s. 48-63). Taylor & Francis.
Kirsten Locke & Rebecca Lund (2019). Gender Equity in the Contaminated University: Acting on Small Promises in Capitalist Ruins. Afhandling præsenteret på ECER: European Conference of Educational Research.
Wright, S. (2022). Danish university governance reforms: Internationalisation and de-internationalisation. European Journal of Education, 57(1), 96-108. https://doi.org/10.1111/ejed.12487
Wright, S. (2019). The De-internationalization of Danish Higher Education. Afhandling præsenteret på Higher Education and Social Inequalities .
Wright, S., Gulløv, E. & Gilliam, L. (2022). Regeringen tager fejl: etårige kandidatuddannelser er en utrolig dårlig ide: Den gør os kun dummere. Politiken. https://politiken.dk/del/369TC3AA2f-A
Wright, S. & Zitnansky, M. P. D. (2021). Working Papers on University Reform: De-internationalising Danish Higher Education: Re-framing the Discussion. (1 udg.) (s. 1). CHEF.
Wright, S. (2021). Working Papers on University Reform: European Science and Higher Education Policies: Visions and Critical Assessments. (1 udg.) (s. 1). CHEF.
Wright, S., Seidenschnur , T. & Veiga , A. (2022). Working Papers on University Reform: The Role of European Universities in an Age of Pandemic. (1 udg.) (s. 1). CHEF.
Wright, S. & Zitnansky, M. P. D. (2023). Working Papers on University Reform: European Universities – Critical Futures. Report of Keystone Conference. (2 udg.) (s. 1). CHEF.
Wright, S., Cini, A., Funova, A., Kaur, S., Larsen, K. H., Lund, R. W. B., Matar, M., Milošević, N., Brevik, L. M., Enderwitz, A., Reedy , G., Ackerman, N., Mijušković, V. & Reuchamps, M. (2023). Think and Do Tank on the Future of Higher Education Insight Paper APRIL 2023: CONCEPTUALISING AND OPERATIONALISING ‘SUSTAINABLE EDUCATION’ (COSE). (s. 1). Circle U .
Wright, S. (2024). A portrait carpet. Billeder, Video- og Lydoptagelser (digital), The Fabric of My Life.
Wright, S. (2025). Changes in university ‘autonomy’ with successive visions of Denmark’s future. Higher Education, 89(2), 331-348. https://doi.org/10.1007/s10734-024-01224-y
Wright, S. (red.) & Lyngbye, E. L. (2025). Activism for Education for Sustainability: Report of a Student Webinar. Center for Higher Education Futures, Aarhus University. https://dpu.au.dk/fileadmin/edu/Forskning/CHEF/Publications/CHEF-Working-Paper-Activism-43.pdf
Wright, S., Lyngbye, E. L., Eltorp, V. E. K. & Bak, R. (2025). Students as Drivers of Education for Sustainable Transformation: Workshop on Turning Ideas into Reality. Center for Higher Education Futures, Aarhus University. https://dpu.au.dk/fileadmin/edu/Forskning/CHEF/Publications/CHEF-Working-Paper-44.pdf
Winther-Lindqvist, D. A. (2017). Hope as Fantasy: An Existential Phenomenology of Hoping in Light of Parental Illness. I B. Wagoner, S. H. Awad & I. Bresco de Luna (red.), The Psychology of Imagination: History, Theory and New Research Horizons (s. 151-173). Emerald Group Publishing Ltd..
Winther-Lindqvist, D. A. (2017). The role of play in Danish child care. I G. Kragh-Müller & C. Ringsmose (red.), International Perspectives on Early Childhood Education and Development (s. 95-114). Springer. https://doi.org/10.1007/978-3-319-42557-3_6
Winther-Lindqvist, D. A. (2016). Forord. I S. Hudecek & K. A. (red.), Kom ind i legen!: fælles legemanuskripter som pædagogisk metode (s. 7-12). Dafolo.
Winther-Lindqvist, D. A. & Engelbrekt, P. (2016). Terapi-kulturen har taget overhånd. Politiken, kroniken, 7.
Winther-Lindqvist, D. A. (2016). Indretning af daginstitutioner som bo-grupper. Pædagogisk Psykologisk Tidsskrift, 53(3), 63-74. Artikel 6.
Winther-Lindqvist, D. A. (2018). Playing games with rules in early child care and beyond. I P. Smith & J. Roopnarine (red.), The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives (s. 222-239). Cambridge University Press.
Winther-Lindqvist, D. A. (2017). Leg gør dig livsduelig. Asterisk (magasin), 81, 34-35. http://edu.au.dk/fileadmin/edu/Asterisk/81/Asterisk81-s34-35.pdf
Winther-Lindqvist, D. A. (2017). Hope as fantasy in action. Abstract fra ISCAR 2017, Quebec, Canada, Quebec, Canada.
Winther-Lindqvist, D. A. (2018). Uvished i ungeliv med en alvorligt syg forælder. Tidsskrift for Forskning i Sygdom og Samfund, 15(29), 55-76. Artikel 29. https://tidsskrift.dk/sygdomogsamfund/article/view/111302/160338
Winther-Lindqvist, D. A. (2018). Analyse af personperspektiver: ungeliv med en alvorligt syg forælder som eksempel. I L. Bøttcher, D. Kousholt & D. A. Winther-Lindqvist (red.), Kvalitative analyseprocesser: med eksempler fra det pædagogisk psykologiske felt (s. 41-62). Samfundslitteratur.
Winther-Lindqvist, D. A. & Holm, C., (2019). 1000 dage. Anbefalinger til forbedring af den tidlige indsats, 11 s. http://edu.au.dk/fileadmin/edu/Forskning/Working_papers/Analyse_og_anbefalinger_-_1000_dage_FINAL.pdf
Winther-Lindqvist, D. A. & Olund Larsen, I. (2021). Grief and Best Friendship Among Adolescent Girls. Omega: Journal of Death and Dying, 83(3), 545-562. https://doi.org/10.1177/0030222819856146
Winther-Lindqvist, D. A. (2019). Becoming a school child: a positive developmental crisis. I M. Hedegaard & M. Fleer (red.), Children's Transitions in Everyday Life and Institutions Bloomsbury Academic.
Winther-Lindqvist, D. A. & Aabro, C. (2019). Alsidig personlig udvikling. I C. Aabro (red.), Den styrkede pædagogiske læreplan: baggrund, perspektiver og dilemmaer (s. 43-65). Samfundslitteratur.
Winther-Lindqvist, D. A. (2021). Caring well for children in ECEC from a wholeness approach – The role of moral imagination. Learning, Culture and Social Interaction, 30(Part B), Artikel 100452. https://doi.org/10.1016/j.lcsi.2020.100452
Winther-Lindqvist, D. & Svinth, L. (2019). Leg i daginstitutioner. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 3
Winther-Lindqvist, D. A. (2020). Commentary on “Bereavement and the Meaning of Profound Feelings of Emptiness: An Existential-Phenomenological Analysis” : Relearning the Self among Intimate Others. I C. Tewes & G. Stanghellini (red.), Time and Body: Phenomenological and Psychopathogical Approaches (s. 144-149). Cambridge University Press. https://doi.org/10.1017/9781108776660

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Uddannelsenævnet for:

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Kandidatuddannelsen i pædagogisk psykologi
Revideret 16.04.2026
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Carsten Henriksen