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2.
  • Holm, Marie-Louise, 1977-, et al. (creator_code:aut_t)
  • Det stof, mænd er gjort af : Konstruktionen af maskulinitetsbegreber i forskningsprojekter om testosteron i Danmark fra 1910'erne til 1980'erne
  • 2013
  • swepub:Mat_book_t (swepub:level_scientificother_t)abstract
    • Fra 1920’erne og til i dag er testosteron blevet betegnet som ‘det mandlige kønshormon’ på trods af, at det findes i både mandlige og kvindelige kroppe. Både i den naturvidenskabelige forskning i hormoner, i daglig tale og i forskellige medier er testosteron blevet brugt som metafor for - og til tider ligefrem som et synonym for - mandlighed og maskulinitet. Det stof, mænd er gjort af spørger, hvordan og hvorfor testosteron og maskulinitet er blevet sammenkædet i dansk naturvidenskabelig forskning og hvilken betydning, denne sammenkædning har haft for kønsnormer i samfundet.
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3.
  • Holm, Marie-Louise, 1977-, et al. (creator_code:aut_t)
  • Ideelle gennemsnitsmænd og rigtige mænd med skæg og bryster : Kønslig normalitet og anormalitet i lægevidenskabelig forskning i Danmark i 1960'erne
  • 2010
  • record:In_t: 1066. - 0106-0627 .- 2244-9817. ; 40:3, s. 40-53
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • What makes a man a man? This was the implicit question in a research project about persons born with the sex chromosomal constitution XXY performed by a group of geneticists, psychiatrists, and psychologists in Denmark in the 1960s. The article presents a analysis of how and from which premises the researchers defined whatare the characteristics of normal men and women, and when a man's body, psyche, and behaviour must be described as abnormal and pathological. Furthermore, it is demonstrated what consequenses these definitions had in the following decades for how different individuals were categorised in the Danish health care system, and for if and how they were treated medically.
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4.
  • Holm, Marie-Louise, 1977- (creator_code:aut_t)
  • Køn
  • 2010
  • swepub:Mat_publicationother_t (swepub:level_refereed_t)abstract
    • Tekst för online encyklopedin
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5.
  • SJÖDIN, ALFRED, et al. (creator_code:aut_t)
  • Øjets historie : Bellman, ut pictura poësis og voyeurens blik
  • 2015
  • record:In_t: Tøm nu dit glas, se døden på dig venter : nye vinkler pa Bellman - nye vinkler pa Bellman. - : Forlaget Spring. - 9788793358065 ; , s. 74-103, s. 74-103
  • swepub:Mat_chapter_t (swepub:level_scientificother_t)
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6.
  • Bjerre, Loa Ingeborg, et al. (creator_code:aut_t)
  • Videnstaksonomier, progression og fordybelse i historieundervisning
  • 2020
  • record:In_t: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:3, s. 1-24
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • The present article discusses, first, a conception of learning progression which understands pupils’ (history) learning as a question of their ‘ascending’ to more and more advanced taxonomical levels of reflection – and which has played a major role in history didactics generally as well as in a Danish context in particular. Against this conception the article argues that (history) learning progression should be understood as a many-sided phenomenon to which a number of different forms of knowledge contribute and which cannot adequately be conceived as an increasing command of a sequence of (meta-)levels of reflection but needs a wider understanding of the nature of knowledge.
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7.
  • Brade, Lovise Haj, et al. (creator_code:aut_t)
  • We are here, we are queer and we are so used to it
  • 2013
  • record:In_t: Kvinder, Køn og Forskning. - Odense : Syddansk Universitetsforlag. - 0907-6182 .- 2245-6937. ; 1, s. 3-9
  • swepub:Mat_article_t (swepub:level_scientificother_t)
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8.
  • Bøndergaard Butters, Nanna (creator_code:aut_t)
  • Når elever gør kultur og bruger historie
  • 2015
  • record:In_t: Nordidactica. - Karlstad : CSD Karlstads universitet. - 2000-9879. ; :2015:3, s. 53-82
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • When Students Do Culture and Use HistoryThe article discusses the production and reproduction of cultural identities, cultural communities, cultural experiences and differences in three different history classrooms. The empirical case study material consists of observations followed by three individual interviews with history teachers. The setting is an urban Danish public school, with 60 per cent plurilingual students. Central analytical concepts are derived from social constructivism and, in particular, a dynamic and complex understanding of culture. History is here understood as a subject in which culture is preserved and transmitted but also as a subject in which culture and identities are developed, negotiated and differentiated. The article suggests that intercultural history education should be about making the students aware of these processes as they take place during history lessons, as metareflection on the historical knowledge construction process. The empirical case study suggests this is not yet the case as teachers’ intentions to implement intercultural perspectives are challenged by curricular demands.
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9.
  • Christensen, Anders Stig (creator_code:aut_t)
  • Demokrati- og medborgerskabsbegreber i grundskolens samfundsfag i Danmark, Norge, Sverige og Tyskland
  • 2015
  • record:In_t: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2015:1, s. 64-92
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Citizenship education and social science education aims at preparing the students for participation in the development of democratic societies. But which concept of democracy is the education based on, and aimed at? This article takes as its point of departure a discussion of concepts of democracy/citizenship including liberal, communitarian, republican and deliberative democracy. Through an analysis of curricula from social science education or citizenship education in lower secondary schools in Denmark, Norway, Sweden and politische Bildung (political education) in Berlin-Brandenburg, it is discussed which concepts of citizenship prevail in these, and, in the case of Denmark and Sweden, how these have developed in the last 40 years. Furthermore it is discussed, with reference to the German "Beutelsbacher-Konsensus" whether the citizenship education should be aimed at one concept of democracy if this concept is contested in itself.
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