Researchers at the Danish School of Education are grouped in a number of research programmes which provide the topical and organisational framework for the department's research.
What characterises the trajectories of children and young people’s development, subjectification and social belonging, which are conducive to their engaging in school and everyday life in ways typically considered as positive outcomes (e.g. wellbeing, school attainment and socialisation)? Which school and institutional frames support such processes in which ways? On the other side, what characterises the trajectories instigating children and young people to disengage from school and everyday life, engage in counter-communities leading to isolation, marginalization, bullying and other forms of destructive, radicalized or even violent life conducts (i.e. school shootings, malicious damage, school burning)? And through which kinds of complex subjective, social and cultural formations are interchanging, sometimes even simultaneous, belongings to both kinds of trajectories enacted?
Focus is on research at the convergence of emerging technology and cultural learning processes.Our research addresses processes of interaction through which technologies become culturally imagined, adopted, materialised as artefacts and embedded in individual and shared activities. Emphasis is upon ethnographic studies looking at the use and design of technologies within professional contexts currently spanning education, healthcare and robotics.
The research programme “Inclusion and exclusion – in society, educational institutions and educational practice” has three research themes:
institutionelle fællesskaber, der konstituerer sig gennem både inklusions- og eksklusionsprocesser.
The research programme ‘Learning, Innovation and Sustainability in Organisations’ (LISO) focuses on creating new knowledge of how to understand and work with sustainable learning, education and innovation from an organisational perspective.
Across scientific perspectives, the research programme aims to describe, understand and explain pedagogical and educational aspects and activities linked to early childhood education and care.
The ReForM programme researches motivational work. Motivational work involves both leadership and pedagogics. The programme examine and re-articulate motivational work from historical and contemporary, national and international perspectives within the school sector, social work, health promotion, the Prison and Probation Service and other institutions.