Publications from the Faculty of Arts

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Dindler, C., Smith, R. C. & Iversen, O. S. (2020). Computational Empowerment: participatory design in education. CoDesign: International Journal of CoCreation in Design and the Arts, 16(1), 66-80. https://doi.org/10.1080/15710882.2020.1722173

Musaeus, L. H., Nielsen, K., Damsgaard-Madsen, M. & Hansen, J. Ø. (2020). Computational thinking i gymnasiefag: en modelbaseret didaktik. Aarhus Universitet. https://cs.au.dk/fileadmin/www.cct.au.dk/cctd.au.dk/PDFs/CT-didaktik2020.pdf

Caeli, E. N. & Bundsgaard, J. (2020). Computational thinking in compulsory education: a survey study on initiatives and conceptions. Educational Technology Research and Development, 68(1), 551-573. https://doi.org/10.1007/s11423-019-09694-z

Berthelsen, U. D. (2020). Computationel Tænkning: Om mennesker, maskiner og pædagogik. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 40(117), 43-53.

Caprani, O. & Musaeus, L. H. (2020). Computationel tankegang i teknologiforståelsesfaget. Unge Pædagoger, (1), 36-47. https://u-p.dk/vare/2020-nr-1/

Becker, C., Light, A., Frauenberger, C., Walker, D., Palacin, V., Ahmed, S. I., Charlotte Smith, R., Reynolds Cuellar, P. & Nemer, D. (2020). Computing Professionals for Social Responsibility: The Past, Present and Future Values of Participatory Design. In C. Del Gaudio, L. Parra-Agudelo, R. Clarke, J. Saad-Sulonen, A. Botero, A. Botero, F. C. Londono, F. C. Londono & P. A. Escandon Suarez (Eds.), PDC '20: Proceedings of the 16th Participatory Design Conference 2020 - Participation(s) Otherwise (pp. 181-184). Association for Computing Machinery. https://doi.org/10.1145/3384772.3385163

Karpova, Y. (2020). Comradely objects: Design and material culture In Soviet Russia, 1960s-1980s. Manchester University Press. https://www.manchesteropenhive.com/view/9781526139863/9781526139863.xml

Rørbech, H. & Skyggebjerg, A. K. (2020). Concepts of literature in Danish L1-textbooks and their framing of students’ reading. L1-Educational Studies in Language and Literature, 20(20), 1-23. https://doi.org/10.17239/L1ESLL-2020.20.02.06

Dovigo, F. (2020). Conclusions. In F. Dovigo (Ed.), An overview of refugee education in Europe (pp. 98-101). Aarhus Universitet. https://projects.au.dk/fileadmin/ingen_mappe_valgt/ITIRE_Report.pdf

Boenisch, P. M. (2020). Confronting the Present: Thomas Ostermeier's Post-conceptual Regietheater. In P. M. Boenisch (Ed.), The Schaubühne Berlin under Thomas Ostermeier: Reinventing Realism (pp. 105-119). Methuen.

Andersen, J. E. (2020). Conjectures of Translative Reading: Pindar, Bashō, Beckett, Hölderlin, Carson, Zürn. In M. Birkelund, S. Doubinsky & C. Kkona (Eds.), Equivalence(s): necessity and challenge in translation today (pp. 13-31). Aarhus Universitet.

Pade, M. (2020). “Conquering Greece”: On the Correct Way to Translate in Fifteenth-Century Humanist Translation Theory. In F. Schaffenrath (Ed.), Acta Conventus Neo-Latini Albasitensis (pp. 45-67). Brill.

Schlosser Schmidt, S. (2020). Constantin Hansens politiske motiv: En kontekstualiseret billedanalyse af maleriet af Den Grundlovgivende Rigsforsamling. Kulturstudier, (2), 92-121. https://tidsskrift.dk/fn/article/view/123353/170367

Ashby, S. P. & Sindbæk, S. M. (2020). Constructing specialism. In S. P. Ashby & S. M. Sindbæk (Eds.), Crafts and social networks in viking towns (pp. 127-132). Oxbow Books.

Haase, K. & Whatley, S. (2020). Consumption Strategies and Social Implications in Two Danish Towns in the 13th–16th Centuries. Medieval Archaeology, 64(1), 116-144. https://doi.org/10.1080/00766097.2020.1754661

Missuno, M. B. (2020). Contact and continuity: England and the Scandinavian elites in the early middle ages. In K. Esmark, L. Hermanson & H. J. Orning (Eds.), Nordic Elites in Transformation, c. 1050-1250: Volume II: Social Networks (pp. 125-143). Taylor & Francis. https://doi.org/10.4324/9781003023005-9

Bakker, P. (2020). Contact and mixed languages. In R. Hickey (Ed.), The Handbook of Language Contact (pp. 201-220). Wiley. https://doi.org/10.1002/9781119485094.ch10

Lund, J. (2020). Contemporaneity, a Sublime Experience? In Z. Somhegyi & M. Ryynänen (Eds.), Aesthetics in Dialogue: Applying Philosophy of Art in a Global World (pp. 39-49). Peter Lang.

McAtackney, L. (2020). Contemporary Archaeology. In The Routledge Handbook of Global Historical Archaeology (pp. 215-230). Routledge.

McAtackney, L. (2020). Contemporary walls and Public Archaeology: An Interview with Laura McAtackney. In K. Gleave, H. Williams & P. Clarke (Eds.), Public Archaeologies of Frontiers and Borderlands (pp. 238-253). Archaeopress.

Krogh, M. (2020). «Context is the new genre» — Abstraktion og singularisering i digital musikformidling. Norsk Medietidsskrift, 27(3), Article 5. https://doi.org/10.18261/ISSN.0805-9535-2020-03-05

Jørgensen, B. M. (2020). Contextual influences on students' engagement with feedback in higher education. [PhD dissertation, Aarhus University]. Aarhus Universitet.

Schjødt, J. P. (2020). Continuity and Break: Indo-European. In J. Schjødt, J. Lindow & A. Andrén (Eds.), The Pre-Christian Religions of the North: History and Structures (Vol. 1, pp. 223-246). Brepols Publishers. https://doi.org/10.1484/M.PCRN-EB.5.116938

Schjødt, J. P. (2020). Continuity and Break: Germanic. In J. Schjødt, J. Lindow & A. Andrén (Eds.), The Pre-Christian Religions of the North: History and Structures (Vol. 1, pp. 247-268). Brepols Publishers. https://doi.org/10.1484/M.PCRN-EB.5.116939

Højholt, C. & Kousholt, D. (2020). Contradictions and conflicts: Researching school as conflictual social practice. Theory & Psychology, 30(1), 36-55. https://doi.org/10.1177/0959354319884129

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