Our research concerns education as a discipline and it is the location of theoretical-analytical educational programs in education. The Section’s research is characterised by theoretical studies and empirically rooted analyses of education in its practical, institutional, professional and scientific forms.
The strength of the research is its contribution to societal and scientific conversations about the role and status of education in a tension field of the humanities and the social sciences. The Section has close collaborations with external partners, especially the University Colleges and their teacher and social educator training programs.
The section’s research evolves theory about the implications and conditions of education by means of analysing current and historical educational programs and concepts, didactic relations, educational practice and interactions, and structural relations in education. The analyses and interpretations conceptualises education in relation to social, cultural, economic and political processes and are thus critical studies of education.
- Evaluation, documentation and measurement
- Sociology of professions and professionalization
- Migration, integration and differentiation
- Inclusion and disability studies
- Educational movements, ideas and theories
- Welfare work across professional identities
- Ethnographic research in schools, educational institutions and agencies
- University teaching and educational programmes
Refugees’ stories and stories about refugees: Crafting new narratives of the Danish welfare state
Project period: 2021-2023
PI: Trine Øland
|Andersen, Peter Østergaard||Associate Professor||+4535328873|
|Christensen, Gerd||Associate Professor||+4535328888|
|Frederiksen, Jan Thorhauge||Associate Professor||+4535328879|
|Hamre, Bjørn Frithiof||Associate Professor||+4535336712|
|Moldenhawer, Bolette||Associate Professor||+4535328875|
|Øland, Trine||Associate Professor||+4535328889|
Associate professor Trine Øland
New article: Cross-Case Analysis of Changes in Teacher Role and Didactic Function in Denmark, 1980–2020 by Karen Borgnakke
The article presents a cross-case analysis drawing on Danish examples.
Montage and the illumination of developmental thinking in welfare work
Based on Walter Benjamin’s philosophy of history, Stine Thygesen og Trine Øland explores how the montage as an analytical performance can illuminate hauntings of modern welfare work.