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Danish School of Education

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Staunæs, D., Raffnsøe, S. & Bank, M. (2020). Affirmativ kritik: Håb og begejstring, uhygge og vrede. Samtale mellem Mads Bank, Dorthe Staunæs og Sverre Raffnsøe. Nordiske Udkast, 48(1), 40-52.

Staunæs, D. & Raffnsøe, S. (2020). At tænke med heste: Eksperimenter med at udvikle respons-abel ledelse i en antropocæn tidsalder. In K. Mellon (Ed.), Den ydmyge leder (pp. 81-98). Dafolo.

Khawaja, I. (2020). Forståelser af mangfoldighed i pædagogiske kontekster. In S. B. Nielsen , G. F. Hansen & A. Erlandson Pedersen (Eds.), Køn, seksualitet og mangfoldighed (2. ed., pp. 69-90). Samfundslitteratur.

Staunæs, D., Raffnsøe, S. & Bank, M. (2020). Hvad er affirmativ kritik. Respons på responsen. Nordiske Udkast, 48(1), 58-64.

Hvenegård-Lassen, K., Staunæs, D. & Lund, R. (2020). Intersectionality, yes but how? Approaches and conceptualisations in Nordic feminist research and activism. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 173-182. https://doi.org/10.1080/08038740.2020.1790826

Staunæs, D. & Brøgger, K. (2020). In the mood of data and measurements: experiments as affirmative critique, or how to curate academic value with care. Feminist Theory, 21(4), 429–445. https://doi.org/10.1177/1464700120967301

Hvenegård-Lassen, K. & Staunæs, D. (2020). Race Matters in Intersectional Feminisms. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 224-236. https://doi.org/10.1080/08038740.2020.1758206

Staunæs, D. & Pors, J. G. (2020). Strejfet af en tåre: at læse affekt gennem friktionelle begreber. In E. Husted & J. G. Pors (Eds.), Eklektiske analysestrategier (pp. 39-61). Samfundslitteratur.

Vertelyté, M. & Staunæs, D. (2021). From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education. Nordic Journal of Studies in Educational Policy, 7(3), 126-135. https://doi.org/10.1080/20020317.2021.2003006

Hvenegård-Lassen, K. & Staunæs, D. (2021). Shooting the elephant in the (prayer)room: Politics of moods, racial hauntologies and idiomatic diffractions. In V. Bozalek, M. Zembylas, S. Motata & D. Holscher (Eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (pp. 50-62). Routledge.

Vertelyté, M. (2022). 'Why are they not friends?': Unpacking Youth Racialization in Denmark. Nordic Journal of Social Research, 13(1), 10-22. https://doi.org/10.18261/njsr.13.1.2

Staunæs, D. & Vertelyté, M. (2023). Diversitetsarbejde som mikrointerventioner i stemninger, forhåbningsfyldte ting og sans for racialisering. In I. Khawaja & L. Lagermann (Eds.), (Farve-)blinde vinkler : om racialisering, ulighed og andetgørelse i pædagogisk praksis (pp. 259-280). Nyt fra Samfundsvidenskaberne.

Clark, K. & Vertelyté, M. (2023). Educational Challenges for Nordic Exceptionalism: Epistemic Injustice in the absence of Antiracist Education. In E. Lund Engebretsen & M. Liinason (Eds.), Transforming Identities in Contemporary Europe: Critical Essays on Knowledge, Inequality and Belonging (pp. 33-50). Routledge. https://doi.org/10.4324/9781003245155-3

Vertelyté, M. (2023). "Have we lost our Sense of Humor?!”Affective Senses of Racial Joking in Danish Schools. Social Identities, 29(2), 205-219 . https://doi.org/10.1080/13504630.2023.2208067

Staunæs, D. & Ryu, S. J. (2024). Breaking Hygge: How Race and Racism Keep Disappearing from Discourse. In S. J. Ryu & D. C. (Eds.), Building + Breaking: Eight Conversations about Spatial Justice (pp. 78-96). Arkitektens Forlag.

Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT

Staunæs, D. & Degnegaard, S. E. (2024). Hvad ledere kan lære af heste - forbundne arter og regenerativt lederskab i den antropocæne tidsalder. LEDERLIV – inspiration til livet som leder, 7, 1-19. https://lederliv.dk/artikel/hvad-ledere-kan-l%C3%A6re-af-heste

Revised 08.11.2024

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Knud Holt Nielsen