Publikationer fra Arts

Følg med i forskningen fra de tre institutter på Faculty of Arts: Institut for Kommunikation og Kultur, Institut for Kultur og Samfund og DPU - Danmarks institut for Pædagogik og Uddannelse.

Publikationerne er oplistet med de nyeste øverst.

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Jensen, J. L. (2024). State of exception or the New Normal? An Evaluation of Pandemic Tracking Technologies and their implications for citizenship. Digital Society, 43(3). https://doi.org/10.1007/s44206-024-00131-0

Louw, M. E. (2024). Staying Behind: Divine Presence, virtuous emplacement and sabr at the end of life among older Kyrgyz Muslims. HAU: Journal of Ethnographic Theory, 14(1), 33-46. https://doi.org/10.1086/729467

Sattrup, L. & Knudsen, L. E. D. (2024). Stedsans: Elevdeltagelse i eksterne læringsmiljøer. Unge Pædagoger, 2024(2), 67-76.

Andersen, F. Ø., Michel-Schertges, D., Dahl, K. K. B. & Steen, A. G. (2024). Stigende lærermangel - forklaringer og mulige løsninger fra WATSup projektet. Paideia, 2024(27), 6-14. Artikel 2. https://tidsskrift.dk/Paideia/article/view/151562/194253

Lichtenberger, A. & Raja, R. (2024). Stone Sculpture. I A. Lichtenberger & R. Raja (red.), Miscellaneous Objects: Final Publications from the Danish-German Jerash Northwest Quarter Project VI (s. 11-20). Brepols Publishers. https://doi.org/10.1484/M.JP-EB.5.136427

Møller Jørgensen, C. (2024). Stop nu med at insistere på, at humaniora er i dyb krise. Politiken, Sektion 2 (KULTUR), 5-6.

Bruun, M. H., Krause-Jensen, J. & Hasse, C. (2024). Store sprogmodeller og AI-chatbots på videregående uddannelser. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 26 https://unipress.dk/media/21032/26_store_sprogmodeller_og_ai-chatbots_paa_videregaaende_uddannelser_-11-12-2024.pdf

Rasmussen, L. R., Hovaldt, B. B. & Hjartarson, T. (2024). Stories of Educational Spaces: A tool to facilitate the exploration of ideas and possibilities of school spaces. Afhandling præsenteret på NERA 2024 Adventures of Education, Malmø, Sverige.

Brorson, M. S. (2024). Stor ståhej om – en lærebog i dogmatik! https://cas.au.dk/om-instituttet/afdelinger/teologi/nyt-fra-aarhusteologerne/artikler/31-1/stor-staahej-om-en-laerebog-i-dogmatik

Biskjaer, M. M. & de Rooij, A. (2024). Strategizing Surprise: Exploring the Complexity of Surprise in Creative Design Processes. I Book of abstracts: 8th MIC Conference 2024 (s. 78-78). Marconi Institute for Creativity. https://www.mic-conference.org/wp-content/uploads/2024/09/Book-of-Abstracts-2024.pdf

Kuhlmann, A. (2024). Strawberry Fields (Not) Forever? “Iceberg Reflections” on PerformingGreenland. Critical Stages/Scènes critiques, 2024-December(30). https://www.critical-stages.org/30/strawberry-fields-not-forever-iceberg-reflections-on-performing-greenland/

Kuhlmann, A. (2024). Strawberry Fields (not?) forever? "Iceberg Reflections" on Performing Greenland. Critical Stages/Scènes critiques, 30. https://www.critical-stages.org/30/strawberry-fields-not-forever-iceberg-reflections-on-performing-greenland/

Vikner, S. & Christensen, K. R. (2024). Struktur og konstituens i forskellige grammatiske tilgange. Ny Forskning i Grammatik, 1(31), 211-233. https://doi.org/10.7146/nfg.v1i31.145388

Jensen, H. D. & Vesterager, A. K. (2024). Students’ activation, construction, and usage of knowledge. I J. Engberg, A. Fage-Butler & P. Kastberg (red.), Perspectives on Knowledge Communication: Concepts and Settings Routledge.

Bach, C. C., Bergqvist, E. & Jankvist, U. T. (2024). Students’ dynamic communication while transforming mathematical representations in a dynamic geometry environment. ZDM - Mathematics Education, 56(4), 543-557. https://doi.org/10.1007/s11858-024-01575-x

Eiras, P. R. S. (2024). Students’ experiences of internationalised MSc programmes in Denmark. European Educational Research Journal, 23(2), 305-318. https://doi.org/10.1177/14749041221136899

Engberg, J. (2024). Students in the Third Space: Constructions of knowledge of foreign law in legal translations between German and Danish. Comparative Legilinguistics, 60, 265-293. https://doi.org/10.14746/cl.2024.60.1

Kabel, K., Christensen, M. V. & Tannert, M. (2024). Students’ metalinguistic repertoires about writerly choices in the context of L1 writing education. 1-2. Abstract fra ARLE IFTE conference (14th ARLE conference) (online), Melbourne, Australien.

Lund Pedersen, C. & Wieser, C. (2024). Student Veterans’ Transition and Reintegration into Education: A Transnational Scoping Review. International Journal of Lifelong Education, 43(6), 603-624. https://doi.org/10.1080/02601370.2024.2374749

Malevé, N. (2024). Style and Revenge: The Vagaries of the Artistic Class in Generative AI. Nordic Journal of Aesthetics, 33(67), 76-88. https://doi.org/10.7146/nja.v33i67.148455

Schrøder, I. (2024). Styr økonomien uden tal. Offentlig Ledelse, 2, 12-15. https://offentligledelse.dk/wp-content/uploads/OffentligLedelse-2024-02_web.pdf

Nissen, S. K. (2024). "Styr på tiden". En kulturanalytisk undersøgelse af de upåagtede tidsligheder i skolen. Tidsskrift for professionsstudier, 2024(38), 128-130.

Nissen, S. K. (2024). "Styr på tiden." En kulturanalytisk undersøgelse af de upåagtede tidsligheder i skolen. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.

Astrup, P. M. & Nilsson, B. (2024). Submerged Landscapes in Northern Europe. I S. M. Fritzpatrick & J. Erlandson (red.), The Oxford Handbook of Island and Coastal Archaeology (1 udg.). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197607770.013.35

Simovska, V., Magne, J. & Carlsson, M. S. (red.) (2024). Sundhedspædagogik i sundhedsfremme. (2 udg.) Gad.

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