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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
-
Knud Holt Nielsen