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hvem er vi? - Who are we?

Leder / Head of Research Centre

 

Mette bUCHARDT

Professor, cand. theol., ph.d. i curriculumhistorie og –sociologi. Mette Buchardts forskningsområder er uddannelseshistorie, komparative velfærdsstatsstudier, didaktik- og curriculumstudier, kirkehistorie og historisk religionsforskning med særligt henblik for forholdet mellem uddannelsessystemet, stat og religion.

Professor, MA Academic Theology, PhD in Educational Science (Curriculum History and - Sociology). Mette Buchardt's research areas include the history of education, comparative welfare state studies, didactics- and curriculum studies, Church history and historical religion research with special emphasis on the relationship between the education system, state and religion. 

Professorer, Lektorer og Adjunkter med base i Aalborg - Professors, Associate Professors and Assistant Professors based in Aalborg

METTE BUCHARDT

Professor Mette Buchardt er cand. theol., ph.d. i curriculumhistorie og –sociologi. Forskningsområder er uddannelseshistorie, komparative velfærdsstatsstudier, didaktik- og curriculumstudier, kirkehistorie og historisk religionsforskning med særligt henblik for forholdet mellem uddannelsessystemet, stat og religion.

Professor Mette Buchardt is cand.theol., ph.d. in curriculum history and curriculum sociology. Her research areas include history of education, comparative Welfare State studies, didactics- and curriculumstudies, church history and historical religion research with a notable emphasis on the educational system, the state and religion. 

CHRISTIAN YDESEN

Christian Ydesen er cand.mag i Historie og Filosofi, Ph.d., og siden 2019 Professor MSO ved Aalborg Universitet. Hans afhandling ’The Rise of High-Stakes Educational Testing in Denmark, 1920-1970’ blev afsluttet i 2011, og han er nu den primære forsker på projektet ‘The Global History of the OECD in education’ financieret af Aalborg Universitets talentprogram, samt projektet 'Education Access under the Reign of Testing and Inclusion’ financeret af Danmarks Frie Forskningsfond. Han har været gæsteprofessor ved University of Edinburgh (2008-2009, 2016), the University of Birmingham (2013), og University of Oxford (2019) og har publiceret adskillige artikler indne for emner som tests i uddannelse, internationale organisationer, uddannelsespsykologi, accountability og diversitet i uddannelse ud fra historiske og internationale perspektiver.

Christian Ydesen, MA in History and Philosophy (2007), PhD (2011), and since 2019 a professor WSR at Aalborg University, Denmark (since 2019). His dissertation is titled The Rise of High-Stakes Educational Testing in Denmark, 1920-1970 and published at Peter Lang Verlag. He is the PI the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project 'Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark. He has been a visiting scholar at the University of Edinburgh (2008-2009, 2016), the University of Birmingham (2013), and the University of Oxford (2019) and published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Karen E. Andreasen

Karen E. Andreasen er Ph.d og Lektor indenfor pædagogik og pædagogisk evaluering. Hun beskæftiger sig i sin forskning med pædagogik, læreprocesser,  undervisning og evaluering i uddannelseskontekster og andre typer kontekster, hvor hendes hovedinteresser er knyttet til socialisering, social mobilitet, og processer for marginalisering, in- og eksklusion. I sine seneste projekter har hun beskæftiget sig med pædagogik og pædagogisk evaluering i grundskolen samt med uddannelsesudvikling i nutidigt såvel som i historisk perspektiv. Hun er involveret i følgeforskning og udviklingsarbejder med fokus på udvikling af naturfagsundervisningen samt praksisfaglighed og det praktisk-musiske fagområde i grundskolen. Hun er endvidere optaget af underviserudvikling på erhvervsuddannelsesområdet, samt employability inden for higher education.

Karen Egedal Andreasen has a Ph.D. in education and is an Associate Professor in education and pedagogical assessment at the Department of Learning and Philosophy, Aalborg University. She is a member of the research group Centre for Education Policy Research and conducts research within the area of education, assessment and history of education. Her main interests are questions of socialization, social mobility and processes of marginalization, in- and exclusion in different educational contexts in contemporary as well as historical perspectives. In her recent research, she has focused on pedagogy and the role of assessment in the comprehensive school and on educational innovation. She is also involved in projects focusing on vocational education and employability in higher education.

Tatiana CHEMI

Tatiana Chemi er Lektor ved Institut for Kultur og Læring på Aalborg Universitet. Hun forsker inden for kunstnerisk læring og kreative processer. Hun er forfatter til mange bøger, artikler og rapporter omhandlede eksempelvis Artbased Approachers, at integrere kunst i undervisningen samt komedie og humor i Samuel Becks Teater. I 2013 blev Tatiana udnævnt som Årets Forfatter hos Aalborg Universitetsforlag. Hendes seneste arbejde fokuserer på distribueret kreativitet, kunstnerisk kreativitet og kunstneriske partnerskaber: Behind the Scenes of Artistic Creativity, med Julie Borup Jensen og Lone Hersted, Frankfurt, Peter Lang, 2015. Hun er i øjeblikket involveret i forskningsprojekter, der undersøger kunstnerisk kreativitet på tværs af kulturelle, kunstintegrerede uddannelsesdesigner i skoler og teaterlaboratorier.

Tatiana Chemi, Ph.D., is Associate Professor at Aalborg University, Chair of Educational Innovation, where she works in the field of artistic learning and creative processes. She is the author of many published articles and books with a broad variety of themes including Artbased Approaches, comedy and humour in Samuel Beckett’s Theatre and integration of art into lessons. In 2013, Aalborg University Press named her Author of the Year. She is currently involved in research projects examining distributive creativity, artistic creativity and artistic creativity cross-culturally.

Nanna Friche

Nanna Friche holder en Ph.d. og er Lektor. Hendes forskning befinder sig i krydsfeltet mellem uddannelsesforskning og politologisk forskning i implementering, ledelse og styring af offentlig institutioner. Hun beskæftiger sig med organisations- og styringsteoretiske perspektiver på implementering, evaluering og kvalitet i institutioner for ungdomsuddannelse. Hun er særlig optaget af pædagogisk ledelse, organisatorisk læring, evalueringspraksis og kvalitetssikring i forbindelse med implementering af reformer og krav til undervisnings- og uddannelseskvalitet i ungdomsuddannelse. I sin aktuelle forskning beskæftiger hun sig med at undersøge og beskrive positioner i pædagogisk ledelsesforskning.

Nanna Friche holds a Ph.D. and is an Associate Professor. Her research is situated in the intersectional field of educational and political science researching implementation, leadership and public sector management. She employs organizational- and management theoretical perspectives on implementation, evaluation and quality assurance in institutions of secondary schooling. She is particularly interested in instructional leadership, organizational learning, organizational evaluation and quality assurance in relation to implementation of reforms and requirements for teaching- and educational quality in secondary education. In her current research, she investigates and describes positions within instructional leadership research. 

Annie Aarup Jensen

Annie Aarup Jensen er Ph.d. og Lektor ved Institut for Kultur og Læring ved Aalborg Universitet. Hendes forskning er centreret omkring pædagogik og didaktiske aspekter ved studentercentreret undervisning og læringsprocesser, problemorienteret læring, de emotionelle aspekter af læring, interkulturel læring og forskning i uddannelse og undervisningskultur primært relateret til videregående uddannelse.

Annie Aarup Jensen, PhD, is an Associate Professor at Department of Culture and Learning, Aalborg University. Her research is focused on pedagogy and didactic aspects of student centered teaching and learning processes, problem oriented learning, the emotional aspects of learning, intercultural learning and research in education and teaching culture, primarily related to Higher Education.

Elisabeth Lauridsen Lolle

Postdoc Elisabeth Lauridsen Lolle har en Cand. Mag. i Fransk og Canada Studier fra Aarhus Universitet, og en Ph.d. fra Aalborg Universitet. Hendes Ph.D.  fokuserer på samspillet mellem uddannelse, regional udvikling og social kapital, på betydningen af skoler og uddannelser for lokalsamfund. Bredere forskningsinteresser inkluderer uddannelsespolitik (nationalt og internationalt), uddannelsesstukturer (kommunalt), regional udvikling, (u)lighed i uddannelsessystemet, evaluering og geografisk mobilitet i forbindelse med uddannelse. 

Postdoc Elisabeth Lauridsen Lolle has an MA in French and Canadian Studies from Aarhus University and a Ph.D. from Aalborg University. In her Ph.D. she focuses on the effect of collaboration between education, regional development and social capital on schools and education for local communities. Her broader research interests include education politics, both national and international, education structures (particular municipal), regional development, (in)equality in the education systen, evaluation and geographic mobility in relation to education.

Birthe Lund

Birthe Lund er cand.mag, Ph.d. og Lektor MSK. Hun er særlig optaget af didaktik og professionsudvikling, og ikke mindst pædagogisk filosofi, herunder særligt dannelsesaspektet og betingelser for demokratiudvikling og forestillingsevne. Hun har gennem mange år opdyrket feltet pædagogisk innovation og design af læreprocesser med udgangspunkt i deltagerinvolvering  og entreprenørskab. Hun har særligt interesse i udvikling af kreativitet knyttet til professionsudvikling, og har eksempelvis deltaget i  forskningsprojektet CLIPS , som kan oversættes til 'samarbejdsdrevet innovation i den offentlige sektor' om skabelse og implementering af ny viden og kreative ideer genereret gennem interaktion mellem brugere, professionelle, offentlige ledere, politikere, konsulenter, interesseorganisationer og private virksomheder. Senest har Birthe Lund publiceret om  demokrati og innovation i bogen: "The Creative University: Contemporary Responses to the Changing Role of the University". / Lund, Birthe; Arndt, Sonja og publiceret om emotioners betydning for læreprocesser, bl.a. “Managing Students' Emotion in Order to Foster Innovation: View on Entrepreneurship Education in Schools” i T. Chemi, S. Grams Davy, B. Lund, red. (2017):  Innovative Pedagogy. A recognition of Emotions and Creativity in Education. Sense Publisher.

Birthe Lund has a Master of Arts and a Ph.D. and is an Associate Professor WSR. She researches didactics and professional development not least pedagogical philosophy, especially the aspect of citizenship and conditions for democracy development and imagination. She has through a number of years evolved the field pedagogical innovation and design of learning processes with point of departure in entrepreneurship and participation. She takes great interest in the development of creativity tied to professional development and has for instance participated in the research project "CLIPS" concerning Cooperation Lead Innovation in the Public Sector regarding crafting and implementation of new knowledge and creative ideas generated through interaction between users, professionals, public sector managers, politicians, consultants, NGO's and private enterprises. Recently Birthe Lund has, along with Sonja Arndt, published the book: "The Creative University: Contemporary Responses to the Changing Role of the University". She has also written about emotions' importance for learning processes in for example:. “Managing Students' Emotion in Order to Foster Innovation: View on Entrepreneurship Education in Schools” by T. Chemi, S. Grams Davy & B. Lund (2017). 

Margit Saltofte Nielsen

Margit Saltofte er Ph.d., antropolog og Lektor i Anthropology of Learning. Hun forsker empirisk og fænomenologisk i kreativitet og kreative skabelsesformer set i socialt og relationelt perspektiv. Hendes ph.d. projekt ”Kreativitet i klasserum og mellemrum” har siden ført til at forske og publicere indenfor hvordan kreativitet opstår i sprækker, uformelle interaktioner og samarbejder, de såkaldte ”mellemrumszoner”, Zones of in-Between (ZiB). Det har desuden ført til forskning i kreativitet fra marginale positioner, kreativ dannelse og identitetsskabelse i fællesskaber. Eksempelvis "Kreativitet i fællesskab" hos MidtVest Pigekor i Herning samt hvordan identitet spiller ind som motivationsfaktor og det at arbejde med gentagelser og kropsbevidsthed for at dygtiggøre sig som sanger og kor. Saltofte har således både undersøgt kreative læreprocesser og interaktionsformer antropologisk og har en innovativ tilgang til at betragte antropologiske læreprocesser og vidensformer som kreative og af mere almen interesse for at forstå læring; bl.a. inspireret af teknoantropologi studerendes arbejdsformer.

Margit Saltofte holds a Ph.D. in anthropology and is an Associate Professor in anthropology of learning. She emirically and phenomenologically researches creativity and creative productions from a social and relational perspective. Her Ph.D. dissertation "Creativity in classrooms and between-rooms" has led her to research and publish within how creativity occurs in crevices, informal interactions and collaborations, the so-called "Zones of in-Between (ZiB)". This has furthermore led her to research creativity from marginalized positions, creative citizenship and identity formation in communities. An example of this is her work with MidtVest's girl choir in Herning investigating how identity come into play as a motivational factor and repetition and body awareness can be utilized to excel as a singer and in a choir. Saltofte has thereby investigated both creative learning processes and forms of interaction anthropoligically and has an innovative approach to view anthropological learning processes and forms of knowledge as creative and of more interest to grasp learning; this includes inspiration from the workflow of technoanthropology students.

Annette rasmussen

Annette Rasmussen, ph.d., er Lektor i uddannelsesforskning ved Institut for Kultur og Læring. Forskningsinteresser omfatter uddannelsessociologi, -politik og -etnografi samt socialisering, evaluering og differentiering (pædagogisk og socialt) inden for uddannelserne; herunder særligt betydningen af faglige forudsætninger og sociale baggrunde i relation til uddannelsesstrategier, præstationer og talent.

Anette Rasmussen holds a Ph.D. and is an Associate Professor in educational science at the Department of Culture and Learning. Her research interests include sociologi-, politics- and ethnography of education, as well as socialization, evaluation and differentiation - both pedagogically and socially - within education programmes. Furthermore, she particularly investigates the academic prerequisites and social background in relation to educational strategies, performance and talent. 

palle rasmussen

Palle Rasmussen er Professor Emeritus og har både i undervisning og forskning beskæftiget sig med mange spørgsmål vedrørende forholdet uddannelse, læring og samfund. Han interesserer sig bredt for uddannelsespolitik, både i dansk og international sammenhæng. Aktuelt er livslang læring og voksenuddannelse et hovedtema for ham, men han har også forsket i f.eks. skolevalg. Han er medlem af rådet for Kultur og Kommunikation under Den Frie Forskningsfond. 

Palle Rasmussen is a Professor Emeritus and has in both his research and teaching dealt with numerous questions within education, learning and society. His interests broadly revolves around politics of education both in a Danish and in an international context. Currently, a main themse for Palle is lifelong learning and adult education, but he has also conducted research in schoolc choice in Denmark for instance. He is a member of the council for Culture and Communication under The Independent Research Fund Denmark. 

Ole Ravn

Ole Ravn er Ph.d. og Lektor indenfor universitetsuddannelsernes videnskabsteori og problembaseret læring. I sin forskning beskæftiger han sig særligt med projektbaseret og problemorienteret læring i relation til universitetsuddannelserne. Desuden forsker han i feltet omkring matematikkens didaktik og filosofi og har selv en uddannelsesbaggrund i matematik og filosofi fra både Aalborg og Aarhus Universitet.

Ole Ravn is a Ph.D. and Associate Professor in problem-based learning in higher education. His research is primarily focused on project- and problem-based learning in higher education and its connections to theories of science. He also conducts research in the fields of mathematics education and the philosophy of mathematics, and he has an educational background in mathematics and philosophy from Aalborg and Aarhus University. 

LARS BANG JENSEN

Lars Bang Jensen er Lektor, folkeskolelærer, cand.pæd i pædagogisk psykologi, ph.d. i science. Lars Bangs forskningsområder er uddannelsesforskning i Folkeskolen og STEM-fagene i uddannelsessystemet med særlig henblik på de historiske tilblivelsesprocesser i forbindelse med udviklingen af begreber og praksis, samt statens og uddannelsessystemets håndtering af særlige elever og grupperinger. 

Lars Bang Jensen is a former primary- and lower secondary school teacher, has an MA in pedagogical psychology, a Ph.d. in science and is an Associate Professor. His research areas include educational research in primary- and lower secondary schooling and the STEM subjects throughout the education system with special emphasis on the historical processes in the educational field regarding the origin and development of concepts and practice, as well as the overall practices of the State and the educational system towards special pupils and groups. 

Antonia scholkmann

Lektor Antonia Scholkmann har en MA i psykologi fra Tübingen Universitet og en Ph.d. grad fra Dortmund Universitet. Scholkmann forsker i videregående uddannelse og organisatorisk læring inden for videregående uddannelse med fokus på universiteter. Hendes videnskabelige arbejde centrerer sig omkring forskellige emner inden for universitetsuddannelsesområdet som eksempelvis læringsprocessor, organisation og stratego for læring og uddannelse, samt uddannelsespolitiks indflydelse fra både mikro-, meso- og makroperspektiver. Hendes nuværende forskningsinteresser er endvidere implementering af problembaseret læring som et eksempel på forandring inden for uddannelse og professionalisering af universitetspædagogiske medarbejdere.

Associate Professor Antonia Scholkmann holds a degree in psychology (Dipl. Psych.) from the University of Tübingen, and the title of Dr. phil. from the University of Dortmund. Scholkmann is a researcher in higher education. Her scientific work covers all layers of the higher education field, from student learning, organization and strategy of teaching to educational policy influences on the micro-, meso- and macrolevel. Her current interests are on the implementation of Problem-based Learning (PBL) as a blueprint for educational change, and on the professionalization of educational development staff.

Dorte ågård

Dorte Ågård er ph.d., seniorrådgiver og faglig leder af Master i Pædagogisk Ledelse, MPL. Hun forsker i pædagogisk ledelse, klasseledelse og motivation med fokus på udvikling i praksis af læreres undervisning og elevers læring. Hun har stået i spidsen for en række udviklings- og forskningsprojekter i tæt samarbejde med lærere og ledere. Hun har tidligere i sin karriere været lektor og uddannelsesleder på et gymnasium og blev i 2008 ansat på Aarhus Universitet til at udvikle efteruddannelse til gymnasielærere. I 2014 forsvarede hun sin ph.d.-afhandling med titlen ”Motiverende relationer – lærer-elev-relationens betydning for gymnasieelevers motivation”. Hun har fra 2015 været ansat ved Aalborg Universitet og har bl.a. udgivet ”Motiverende relationer” (2014), ”Motivation” (2015), ”Klasseledelse i ungdomsuddannelserne” (2016) og ”Pædagogisk ledelse i teori og praksis” (2019).

Dorte Ågård is PhD, senior advisor and academic leader of Master in Educational Leadership at Aalborg University. Her research lies within the field of educational leadership, classroom management and motivation with a focus on the development of teachers’ practice and students' learning. She has previously been a teacher and middle leader of a secondary school and in 2008 she was appointed at Aarhus University to develop in-service training for secondary school teachers. In 2014, she defended her PhD dissertation with the title "Motivating relations: the importance of teacher-student relations for the motivation of secondary school students". Since 2015, she has been working at Aalborg University. Her publications include books on teacher-student relations, classroom management and motivation. Her latest book, “Educational leadership in theory and practice", was published in 2019. 

Lone krogh

Lektor Lone Kroghs primære forskningsområder er videregående uddannelsespolitikker, organisationsudvikling, framing af videregående uddannelsesundervisning og læringspraksisser, inklusiv ændringer i samfundet og kompetenceudvikling. Hendes forskningsinteresser inkluderer desuden uddannelsesudvikling med fokus på innovativ undervisning og læringsaktiviteter herunder studerendes perspektiv og relation til empowerment, voksenlæring og bedømmelsesområdet. krogh har erfaring med at implementere PBL-strategier og medarbejderudvikling nationalt og internationalt. På nuværende tidspunkt undersøger hun studerendes trivselsproblematikker i danske videregående uddannelsesinstitutioner sammen med CfU-kollegaen Annie Aarup Jensen, samt kolleger fra Roskilde Universitet. Dette 3-årige projekt er finansieret af VELUX-fonden. Endvidere forsker og publicerer Krogh inden for PBL-området. Fra 2012-2015 har hun, sammen med kolleger fra Aalborg Universitet og det Royale Universitet i Bhutan, lavet et projekt om uddannelseskvalitet i Bhutan og Gross National Happiness-perspektivet i kombination med bedømmelsespraksisser. Læs mere om Lone Kroghs forskning ved at trykke her.

Associate Professor Lone Krogh's main research areas are Higher Education Policies and impact on organizational development, framing higher education teaching & learning practices, including changes in society and the competence development. Her interests also include Educational development with focus on innovative teaching and learning activities including students’ voices leading to empowerment, adult learning and the assessment area.  She has experience in implementing PBL strategies and staff development nationally and internationally. Currently, she is in a project about students’ well-being problems in Danish HE institutions together with Annie Aarup Jensen and colleagues from Roskilde University. The 3-year project is financed by the VELUX fund. Furthermore, she is doing research and publishing within the PBL area. From 2012 – 2015 she did a project together with colleagues from Aalborg University and the Royal university in Bhutan, about Quality of School Education in Bhutan and the perspective of Gross National Happiness and assessment practices.  She has published a number of articles and book chapters, press here to read more

Youjin Ruan

Postdoc Youjin Ruan færdiggjorde sit Ph.d.-projekt i uddannelse ved Aalborg Universitet i 2015 og har en kandidatgrad i anvendt linguistik fra Beijing Normal University i 2010. Hendes Ph.d. afhandling har titlen "Læringsmotivation i undervisning og læring af kinesisk som et fremmedsprog - hvorfor har undervisnings- og læringsmetoder betydning?". Afhandlingen retter fokus mod motivations-, læring- og kulturteorier. Siden 2019 har hun været involveret i  et sino-dansk medarbejderudviklingsprojekt på Aalborgs Center for Problembaseret Læring i Ingeniørvidenskab og Bæredygtighed ved AAU og UNESCO. Hendes primære forskningsinteresser er læringscenteret undervisning og læring inden for videregående uddannelse (opgavebaseret undervisning og læring, problembaseret læring), motivation for læring, pædagogisk design og medarbejderudvikling.

Postdoc Youjin Ruan finished her PhD project at Aalborg University (AAU) in 2015, and received her MA in Applied Linguistic from Beijing Normal University in 2010. Her PhD dissertation is titled "Learner Motivation in Teaching and Learning Chinese as A Foreign Language – Why Does Teaching and Learning Method Matter?", which draws inspirations from motivation, learning and culture theories. Since 2017, she has been involved in a Sino-Danish faculty development research project at The Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, AAU and UNESCO. Her main research interests are learner-centered teaching and learning in higher education (i.e., task-based teaching and learning, problem-based learning), motivation for learning, pedagogical design and faculty development.

Alison milner

Postdoc Alison Milner er postdoc på Sapere Aude-projektet 'Education Access Under the Reign of Testing and Inclusion' ledet af Christian Ydesen. Milner har en PhD i Uddannelse, en kandidatgrad i Uddannelsesledelse og en kandidatgrad i Metoder i Uddannelsesforskning fra University of Nottingham. Hun har et diplom i Uddannelse (Moderne fremmedsprog) fra University of Oxford. Hendes afhandling er finansieret af det Økonomiske og Sociale Råd i Storbrittanien og bærer titlen: "Lærerprofessionalisme fra marginerne: En kritisk diskursanalyse af politikkerne og politisk styring i England og Sverige". Hendes interesser omfatter læreres arbejde, professionalisme og politikker inden for professionel læring og udvikling i konteksten af multiskaleret niveauer af statslig ledelse og styring. Hun har erfaring som videnskabelig assistent på fire projekter finansieret af den Europæiske Kommission relateret til uddannelsesfagforeningers kompetenceudvikling.

Postdoc Alison Milner is a postdoctoral researcher on the Sapere Aude funded project ‘Education Access under the Reign of Testing and Inclusion’ (PI Christian Ydesen). She has a PhD in Education, a MA in Educational Leadership and Management and a MA in Educational Research Methods from the University of Nottingham, and a Postgraduate Certificate in Education (Modern Foreign Languages) from the University of Oxford. Funded by the Economic and Social Research Council (UK), her thesis is entitled ‘Teacher Professionalism from the Margins: a Critical Discourse Analysis of the policies and politics of governance in England and Sweden’. Her research interests include teachers’ work, professionalism and policies of professional learning and development in the context of multi-scalar modes of governance. She has experience as a research assistant on four European Commission-funded research projects related to education trade union capacity building.

ezequiel gómez caride

Ezequiel Gómez Caride har en Ph.d. fra Department of Curriculum & Instruction ved University of Wisconsin-Madison i USA og er postdoc på projektet "Education Access Under the Reign of Testing and Inclusion". Han har publiceret adskillige bøger og artikler i et komparativt perspektiv og har præsenteret sin forskning ved adskillige internationale konferencer. Han var en Fulbright Scholar (2008-2010) og en Weinstein Distinguished Graduate Fellowship (2012-2013) ved University of Wisconsin-Madison. I 2014, fik hans et postdoc stipendiat ved the National Scientific and Technical Research Council (CONICET), Argentina. Ezequiel er lige nu stationeret i hans hjemland Argentina, hvor han indsamler data til projektet.

Ezequiel Gomez Caride earned his Ph.D. in the Department of Curriculum & Instruction at the University of Wisconsin-Madison and is a postdoc on the project "Education Access Under the Reign of Testing and Inclusion". He has published several books and articles from a comparative perspective and has presented his research in a variety of international conferences. He was a Fulbright Scholar (2008-2010) and a Weinstein Distinguished Graduate Fellowship (2012-2013) at UW-Madison. In 2014, he received a post-doctoral fellowship from the National Scientific and Technical Research Council (CONICET), Argentina.  Ezequiel is currently stationed in his home country of Argentina collecting data on the project. 

Tali aderet-german

Postdoc Tali Aderet-German er postdoc på Sapere Aude-projektet "Education Access Under the Reign of Testing and Inclusion". Tali er stationeret i Israel, hvor hun indsamler data til projektet. Hun har tidligere været postdoc ved the Laboratory for the Study of Pedagogy ved Ben-Gurion University of the Negev, hvor hun har studeret organisatoriske og pædagogiske aspekter ved en national udbredelse af en statslig reform. Hendes Ph.D., skrevet ved Haifa Universitet, undersøgte et skolenetværks selvevalueringsproces. Hendes forskning er situeret i krydsfeltet mellem uddannelsespolitik og skolepraksis, særligt skolers evalueringspraksis. Dette inkluderer undersøgelse af forholdene melem underviseres udmøntning af politik og konteksten for deres arbejde. 

Postdoc Tali Aderet-German is a researcher on the Sapere Aude funded project ‘Education Access under the Reign of Testing and Inclusion’ (PI Christian Ydesen). She is currently stationed in Israel, gathering data for the project. She has been a postdoctoral researcher at the Laboratory for the Study of Pedagogy at Ben-Gurion University of the Negev studying organizational and pedagogical aspects of the scaling-up of a state-wide reform. Her PhD, carried out at the University of Haifa, examined a school network self-evaluation process. Her research focuses on the intersection between educational policy and school practices, in particular school evaluation practices. This includes examining the relationships between educators' policy enactments and the contexts in which they work.

PH.D.-STUDERENDE - PH.D. Students

PERNILLE AHRONG GERSAGER NISSEN

Pernille er ph.d.-stipendiat og cand.mag i læring og forandringsprocesser. I sit ph.d.-projekt undersøger Pernille racialisering og racialiserede in- og eksklusionsprocesser blandt elever i folkeskolen. Gennem visuelle metoder undersøger Pernille hvordan elever skaber mening om race, og hvordan race performes intersektionelt via andre sociale kategorier, samt hvad disse processer betyder for elevers oplevelser af at høre til. Pernille er desuden tilknyttet forskningssatsningen ‘Professioner på tværs i det urbane rum - indsatser og udvikling for og med marginaliserede børn og unge (12-25 år)’ på Københavns Professionshøjskole. Hendes forskningsinteresser omfatter blandet andet racismeforskning, pædagogik, minoritets- og kønsforskning samt multimodale metoder i uddannelses- og klasserumsforskning.

Pernille is a doctoral student and cand.mag. in Learning and Innovative Change. In her doctoral thesis Pernille is researching racialization and racialized processes of in- and exclusion among pupils in Danish Elementary School. Through visual methods, Pernille investigates how pupils make sense of race and how race is being performed intersectionally via other social categories of gender, sexuality, language, religion, and class. Moreover, she researches how this play into pupils’ experiences of belongingness. Pernille is also affiliated with University College Copenhagen with special focus on urban pedagogy and education. She is particularly interested in research areas within racism, pedagogy, minority- and gender studies, and multimodal methods within education- and class room research.

Trine juul reder

Trine Juul Reder er ph.d.-stipendiat ved forskningsprojektet ”The Global History of the OECD in Education”. Hendes forskning omhandler OECD’s indflydelse på uddannelsespolitik globalt hvilket undersøges historisk-sociologisk og komparativt. Hun beskæftiger sig særligt med landene Danmark, USA, Kina og Brasilien. Hun deltager desuden i et andet forskningsprojekt om legitimering af uddannelsespolitiske reformer i de nordiske lande. Hendes forskningsinteresser omfatter blandt andet komparativ uddannelsesforskning, globalisering, videnspolitik, uddannelseshistorie samt sociologiske perspektiver og metoder i uddannelsesforskning.

Trine Juul Reder is a Ph.D. student within the research project "The Global History of the OECD in Education". Her research revolves around OECD's influence on education policy globally, which is investigated historical sociologically and comparative. Her work centers around the countries Denmark, The United States of America, The Republic of China and Brazil. She also participates in another research project on legitimization of education policy reforms in the Nordic countries. Her research interests include comparative education research, globalization, knowledge politics, education history and sociological perspectives and methods in education research. 

IDA SPANGSBERG HANSEN

Ida Spangsberg Hansen er ph.d.-stipendiat og har en baggrund som folkeskolelærer og en kandidat i pædagogisk psykologi. I sit ph.d.-projekt undersøger Ida, hvordan in- og eksklusion produceres i og omkring skolefællesskabet. Fokus i projektet er på skolens professionelle: Lærere, pædagoger, ledere og ressourcepersoner og effekterne af deres tilgang til eksklusion og elever i udsatte positioner. Idas forskningsinteresser omfatter blandt andet in-og eksklusionsprocesser, ulighed og ny materialisme.

Ida Spangsberg Hansen is a Ph.D. student and has a background as a primary- and lower secondary school teacher and an MA in pedagogical psychology. In her Ph.D. project, Ida investigates how inclusion and exclusion are produced in and around the school community. Her focus in the project is on school professionals: teachers, pedagogues, leaders and resource personnel, and the effects of their approach to exclusion and pupils in marginalized positions. Ida’s research interests include inclusion and exclusion processes, inequality and neo-materialism. 

Mette ryssel bystrup

Mette Ryssel Bystrup er kandidat i pædagogisk sociologi og ph.d. studerende ved Hammel Neurocenter og Aalborg Universitet, institut for kultur og læring. Overordnede forskningsområder er ulighed, udsathed, social kapital og velfærdsstatsinstitutioner. Ph.d. projektet omhandler ulighed indenfor hjerneskaderehabilitering med et særligt fokus på pårørende. Studiet er en longitudinel og kvalitativ undersøgelse, hvor unge med en svær erhvervet hjerneskade og deres familier følges over tid, for at studere, hvordan social kapital konverteres i et rehabiliteringsforløb samt dynamikker og udviklingen i familiernes sociale netværk, herunder social isolation. 

Mette Ryssel Bystrup, MA in pedagogical sociology and Ph.D. student at Neuro centre Hammel and Aalborg University. Her overarching research areas are inequaity, marginalisation, social capital and welfare institutions. The Ph.D. project revolves around inequality within brain damage rehabilitation with a special emphasis on relatives. The study is longitudinal and qualitative, where youngsters with a severe brain damage and their families are followed over a period of time to study how social capital is converted in a rehabilitation process with the dynamics and development in the families' social network, including social isolation. 

Helle rønn-smidt

Helle Rønn-Smidt er kandidat i pædagogisk psykologi og ph.d. studerende ved Hammel Neurocenter og Aalborg Universitet, institut for kultur og læring. Derudover lektor ved fysioterapeutuddannelsen på VIA University College. Overordnede forskningsomåder er rehabilitering, fysioterapi, kropslige relationer, identitet og ulighed. Ph.d. projektet omhandler de kropslige relationer mellem patienter, pårørende og fysioterapeuter indenfor rehabiliteringen efter apopleksi, og undersøger hvordan disse relationer kan være med til at støtte patienters identitetsarbejde. 

Helle Rønn-Smidt has a master's in pedagogical psychology and Ph.d. student at Hammel Neucenter and Aalborg University. She is also a lecturer at the physiotherapy education at VIA University College. Her main areas of research are rehabilitation, physiotherapy, bodily relations, identity and inequality. Her Ph.D. project revolves around the bodily relations between patients, relatives and physiotherapists within rehabilitation after a stroke, and how these relations can support patients' identity work.

Professorer, Lektorer og Adjunkter med base i København - Professors, Associate Professors and Assistant Professors based in Copenhagen

Iben Jensen

Iben Jensen er Lektor, mag art. i kultursociologi, samt ph.d. i interkulturel kommunikation. Iben Jensens forskningsinteresser er interkulturel kommunikation/læring/kompetence. Hun forsker i disse processer i undervisningssektoren (universitetet, folkeskole, efterskole) i organisationer (rekruttering og internationalisering) samt integrerer dem i sit arbejde med pædagogisk udvikling på universiteter i Global South. Hun er leder af programmet SEAL (Social Exclusion And Learning).

Iben Jensen is an Associate Professor, Master of Arts in Cultural Sociology and holds a Ph.D. in intercultural communication. Iben Jensen's research areas are incultural communication/learning/competencies. She researches these processes in the educational sector (primary schools, boarding schools and university), in organizations (recruitment and internationalization) as well as integrating them in her work with pedagogical development at universities in the Global South. She is the head of the programme SEAL (Social Exclusion And Learning).

Jin hui li

Jin Hui Li er Adjunkt, cand.mag. i pædagogik, ph.d. i uddannelsessociologi og uddannelsespolicy historie. Huis ph.d.-afhandling fra 2018 har undersøgt relationen mellem transnational universitetsuddannelse, nationalstatens udvikling og studerendes identitet. Hendes forskningsområder er uddannelseshistorie, - sociologi og etnografi, komparative velfærdsstatsstudier, didaktik- og curriculumstudier med særlig fokus på forholdet mellem uddannelse, migration, (velfærds)stat-borger relationerne.

Jin Hui Li is an Assistant Professor, Master of Pedagogy and holds a Ph.D. in sociology of education and history of education policy. Hui’s dissertation from 2018 investigated the relation between transnational university education, the development of the nation-state and student identity. Her areas of research are history of education, sociology of education, ethnography, comparative Welfare State studies and didactics- and curriculum studies with special attention towards the relationship between education, migration and state-citizen relations within the Welfare State.

mira c. skadegård

Mira C. Skadegård er ansat som Poscdoc ved Aalborg Universitet i København. Hendes nuværende forskning er centreret omkring strukturel diskrimination. Hun er særligt interesseret i ulighed og magtrelationer i forhold til køn, religion, social baggrund og andre diskriminationsgrunde. Derudover undersøger hun problematikker relateret til magt, entitlement, access, belonging, og inklusion/eksklusion. Hendes teoretiske afsæt bygger på hendes (internationale) baggrund i filosofi, antropologi og litteraturvidenskab. Skadegård implementerer post/de-kolonial teori, feministisk diskursteori, dekonstruktion og Critical Race Theory samt intersektionelle perspektiver i hendes arbejde. Endvidere specialiserer Mira sig også i diskrimination og ligestilling i relation til virksomheders sociale ansvar (CSR). 

Postdoc Mira C. Skadegård is employed at Aalborg University in Copenhagen, Denmark. The focus of her current research is structural discrimination. She is particularly interested in inequality and powered interconnections regarding gender, religion, social background, and the other discrimination grounds. Further, she looks at issues connected with power, entitlement, access, belonging, inclusion/exclusion, and discrimination.  Her theoretical framework builds on her (international) background in philosophy, anthropology, and literary theory. She implements post/decolonial, feminist discourse theory, deconstruction, Critical Race Theory, and intersectional perspectives in her work. In addition, Mira also specializes in discrimination in regard to corporate social responsibility (CSR).

anette lykke hindhede

Anette Lykke Hindhede er Lektor og arbejder inden for flere aspekter af relationer mellem uddannelse, kultur, samfund, økonomi og governance. Dermed arbejder hun med de sociale dimensioner inden for pædagogik og oplevelserne hos dem som er involveret; både de priviligerede og de udsatte. Hun er også interesseret i hvordan mening tilskrevet (moralsk) værd former ulighed, og hvordan gruppegrænser er formet af fælles kriterier for evaluering og værdi. Med et stærkt engagement i moderne sociale teorier, er Hindhede interesseret i hvordan innovativ social- og samfundsvidenskab kan åbne for kritisk indsigt ind til og indflydelse på aspekter i videregående uddannelse, arbejdslivspraksis og arbejdsmarkedspolitik. 

Associate Professor Anette Lykke Hindhede works within the broader issues of relations among education, culture, society, economy and governance, i.e. the social dimensions of all aspects of pedagogy and the experiences of those involved; both the privileged and the disadvantaged. She also interested in how the meanings given to (moral) worth shape inequality and how group boundaries are shaped by shared criteria of (e)valuation. With a strong commitment to contemporary social theory, Hindhede is interested in how innovative social science might provide both critical insight into and influence on aspects of higher education, contemporary working life practice and labour market policy.

Eksterne medlemmer fra Professionshøjskolerne / External members from University Colleges

Lektor/Associate professor verner larsen, uc via

Verner Larsen er Lektor, Ph.d. ved VIA ERHVERV og arbejder med forskning og udvikling indenfor professionsdidaktik. Det primære forskningsfelt er professionsuddannelsernes vidensformer og problembaseret læring

Verner Larsen is an Associate Professor and holds a Ph.D. at VIA ERHVERV and works with research and development within profession didactics. His primary research areas are the university college's forms of knowledge and Problem-Based Learning.

Tanja miller, UNIVERSITY COLLEGE NORDJYLLAND

Tanja Miller er docent ved University College Nordjylland, og hun forsker i ulighed i uddannelse og livsomstændigheder og har et særligt fokus på karaktergivning og andre vurderingsredskaber og procedures betydning for fordeling af kulturel kapital. Tanja er endvidere aktiv i dagtilbudsforskning og hun foretager undersøgelser af udsatte familiers muligheder for at blive selvbestemmende og tage ansvar for eget liv. Hun er tilknyttet forskningsprammet "Udsathed og Chanceulighed".

Tanja Miller is an Associate Professor and researches inequality in education and life circumstances. She has a special emphasis on grading and other assessment tools and procedures' importance for distribution of cultural capital. Furthermore, she is an avid researcher on daycare-research, and she conducts investigations of vulnerable families' opportunities in becoming self-determining and taking reponsibility for one's own life. She is associated with the research programme "Vulnerability and Inequality of Chance". 

HENRIETTE DUCH, VIA university College aarhus

Lektor Henriette Duch er Cand.mag., master og Ph.d. Hun er ansat ved Efter- og videreuddannelse ved VIA University College. Henriettes ph.d. omhandlede erhvervsskolelæreres pædagogiske uddannelse, og hun har forsket i gymnasielæreres pædagogikum, Professionelle Læringsfællesskaber (PLF) og adjunkters anvendelse af FoU i deres undervisning.

Associate Professor Henriette Duch is a master of Arts and Ph.D. of education. She is employed at the department for Further Education of VIA University College. Henriette's dissertation revolves around the pedagogical education of vocational teachers, and she has researched secondary schooliong's teachers pedagogical training, Professional Learning Communities (PLF) and assistant professors' utilization of research in their instructions towards students. 

pia frederiksen, ucn

ulla højmark jensen, uc sjælland