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The familiar format of the pop-up book provides a dynamic artistic springboard for creatives working with digital media in the twenty-first century. This article explores how and why the format of the pop-up book, and other historic paper-engineered artefacts, have been utilised to re-imagine British children’s literature “classics” in contemporary transmedia adaptations. To demonstrate this phenomenon, I compare the formal aesthetics and experiential potential of two recent works. In Mary Poppins Returns (2018), a cinematic Disney adaptation of P. L. Travers’s early-twentieth-century Mary Poppins book series, a CGI-animated pop-up book serves as a theatrical stage for a bawdy music-hall performance. In Curious Alice (2021), a psychedelic virtual reality (VR) rendering of Lewis Carroll’s nineteenth-century Alice books at the Victoria and Albert Museum exhibition Alice: Curiouser and Curiouser, players were whisked into a peepshow Wonderland crafted from pixelated paper. Both texts remediate paper-engineered devices to literally re-animate key chapters of these classics, but also to metaphorically re-animate, and continue, the legacies of celebrated authors from past centuries for the next generation of young readers. In this way, remediated movable books can reinstate the seemingly immovable status of classics such as Alice and Mary Poppins, elevating their “timeless” appeal to the “universal” desires of children to become immersed in fantastical storyworlds. This renewal is partly achieved by the amplification of the movable book’s “temporal paradox”, as an artefact that is both perpetually novel and forward-looking, yet rooted in analogue nostalgia for the past. The icon of the pop-up book, in particular, creates a conceptual bridge between the figure of the imaginative, intuitive, Romantic, nineteenth- and twentieth-century child, and the media-saturated, transliterate young consumer of today, recalibrating classics for modern tastes and challenging current understandings of the child.

This paper presents a paradigm of leadership within the nursing profession. It argues that it is vitally important to (re)kindle debate about – and, through this process, ascertain the realization of – complementarity between values and competency bases for the leadership profiles of the nursing profession. The article proposes how this clinical leadership may be understood and realized in the organizational and societal context of 2024. Our ambition is to start a necessary debate, focussing on how to strengthen this requisite leadership, in order to ensure quality and development in nursing care, and the professional competence development of nurses. [ABSTRACT FROM AUTHOR]

This paper studies a discussion about posthumanism between the two influential feminist philosophers Rosi Braidotti and Donna Haraway in the journal, Theory, Culture & Society 23, no. 7-8 in 2006. In the journal Braidotti describes Haraway’s thinking as “high posthumanism”, while Haraway, interviewed in the journal, on the other hand is very critical of the term. She prefers thinking with other terms such as cyborgs, companion species or the Chthulucene. With the starting point in this historical discussion, the paper traces it into Braidotti’s recent book Posthuman Feminism (2021) and Haraway’s Staying with the Trouble: Making Kin in the Chthulucene (2016). A central concern in the discussion is the critical subject: How can the critical subject be understood and operate in a posthumanist framework? Can there be critical potentials in more-than-human positions and perspectives? How to think critical subjectivity as relational with other species and the material world? Based on these questions, the paper investigates posthuman feminism through more-than-human perspectives on the critical subject. [ABSTRACT FROM AUTHOR]

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Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Slagmark is the property of Aarhus University, Department of Philosophy & History of Ideas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kulturstudier is the property of Dansk Historisk Faellesraad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Slagmark is the property of Aarhus University, Department of Philosophy & History of Ideas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psyke & Logos is the property of Dansk Psykologisk Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The vehicle occupancy rate is low leading to a negative impact on congestion as well as CO2 emissions from transport. A solution for this is increased carpooling, where several people share a ride. Through a literature study, a cluster analysis made from a questionnaire survey and focus group interviews this paper investigate how to increase carpooling in Denmark. The results indicate that carpooling do have a potential as a future form of mobility as the Danes states a susceptibility to new mobility forms and awareness of the advantages carpooling offers in terms of its reduced impact on the climate and environment. Carpooling is mainly used for leisure trips, meaning there is an underutilized potential to increase the modal share of carpooling used for commuting to and from work and education. Anyhow, carpooling requires a critical mass and battle difficult barriers in terms of reduced flexibility and freedom for the individual. The study finds that carpooling is primarily used by the younger generation why it might postpone or reduce the need for a car or reduce the use of public transport in favor of carpooling. Carpooling is mainly related to metropolitan areas and is likewise regarded as an urban phenomenon meaning carpooling may have an underutilized potential in rural areas. To utilize this potential, the paper suggests that it is important to promote knowledge of carpooling to increase the use. [ABSTRACT FROM AUTHOR]

On November 29, 2020, 500 inhabitants gathered in a parade around the public housing neighborhood AKB Lundtoftegade in Copenhagen. Uniting spiritual, aesthetic, and political forms and under the name The Healing, the inhabitants fought against the Danish government’s so-called ”Ghetto Law” – a set of comprehensive laws and policies targeting low-income, largely minority public housing neighborhoods. The present paper examines The Healing using Judith Butler’s elucidation of transient, public assembly and precarity – in this case, the ”Ghetto Law’s” destruction of the conditions of livability – in Notes Toward a Performative Theory of Assembly (2015). While The Healing as a public assembly exemplifies the critical potential of a transient, unexpected political and aesthetic assembly, the paper emphasizes how the aesthetic and spiritual elements help to ensure that The Healing can be repeated – that the fight against the ”Ghetto Law” can be recurring, caring, and healing. The Healing, I argue, is thus both a transient prefiguration, and a proof of AKB Lundtoftegade’s historical democratic, vivid, and caring way of organizing that is made invisible by the current discourse surrounding the ”Ghetto Law” describing social housing as AKB Lundtoftegade as ”ghettoes”, ”holes in the map of Denmark”, and ”stone deserts”. [ABSTRACT FROM AUTHOR]

Copyright of Klinisk Sygepleje is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dansk Sociologi is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dansk Sociologi is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Principals’ work with democracy. Always important, sparsely accomplished, constantly challenged. This paper examines principals’ work with democracy in schools, the challenges they face when carrying out such work and what role they themselves consider playing in the democratic work. The paper is based on an interview study with principals. The first interviews were conducted in 2003 and the later in 2023, which allows comparison between principals who exercise school leadership in different time and space. The study shows that the principals describe democratic work as always important but sparsely accomplished. The democratic work of principals is described as multidimensional including the realization of the tasks of schools, schedule-breaking activities, democratic school organization, the promotion of democratic attitudes, and environmental or external monitoring. The study also shows that principals engage in innovative democratization although there are tensions between economic and democratic imaginaries pervading their work likely to crowd out the always important, sparsely accomplished and constantly challenged democratic work.

A publicly provided health service, accessible to all, is a key aspect of the Nordic welfare state project, but questions around its sustainability have arisen in the face of increasing demands and limited resources. Current Norwegian policy concerns coordination (samhandling) between the specialist hospital sector and municipal health and social care in order to shift routine care out of hospitals and into municipal services. Despite coordination reforms, challenges remain, and Norwegian policy has centred on digital solutions to coordination. Questions remain as to whether the policy vision of digitalisation is compatible with the troublesome realities of coordination. This paper presents a case study of a digital platform for skills transfer from hospital to municipal health and social care in a Norwegian health region. It follows the platformʼs transformation from a marginal initiative lacking strategic endorsement to an acknowledged potential resource for health and social care coordination in the region. The paper asks how this transformation came about and what it can teach us about how to make digital technology work for coordination. The paper locates the transformation in how staff and managers engaged with each other and the platform to solve day-to-day coordination problems – many caused by existing digital coordination technology – and thereby adapted the platform to local challenges. The paper further argues that the management of digital coordination must give room for staff and managers to use their local experience to shape tools to local contingencies of coordination. Finally, the paper warns that the Norwegian policy for coordination and digitalisation poses a challenge to the room for manoeuvre at the local level.

Copyright of Automatisierungstechnik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this scoping review is to collect and systematically map research literature on pedagogical strategies and activities that target the relationship between theory and practice in clinical education within undergraduate healthcare programmes. We searched the Scopus and CINAHL databases for peer-reviewed papers in English, Swedish, Norwegian and Danish, published since 2016, and specific to professional undergraduate programmes in biomedical laboratory science, midwifery, nursing, nutrition and health, occupational therapy, physiotherapy, psychomotor therapy and radiography that explicitly refer to curriculum activities aiming to bridge the theory–practice gap. The process was guided by two research questions: (1) In connection with which undergraduate healthcare programmes are there published studies on pedagogical strategies and activities designed to help students integrate academic and clinical knowledge; how are they described; and what kind of clinical activities do they address? and (2) What epistemological assumptions underpin (explicitly and implicitly) these strategies and activities, as well as the definitions and the understanding of relationships between forms of knowledge? We identified 5,693 studies and found 24 eligible for inclusion. The studies employed different methodologies, with qualitative design the most frequent across all studies (n = 15). Most studies originated from North America and Australia (n = 11), and about a third were from Scandinavian countries. The 24 papers cover pedagogical strategies and activities ranging widely from technology-based models to peer support and tools for reflective learning. The vast majority (n = 18) referred to nursing programmes. The results show that the relationship between theory and practice is addressed mainly in clinical education in connection with nursing education. Definitions of central concepts and an outline of epistemological underpinnings are lacking. The pedagogical strategies and activities identified in clinical education can provide information for managers, policymakers, and academic and clinical educators, and guide future curriculum reforms. The review identifies a knowledge gap concerning pedagogical strategies and activities in clinical education within a range of healthcare programmes that extend beyond nursing.

Paper 1 presents a content analysis of five Swedish biology textbooks using feminist, crip (disability), and queer perspectives. The results show that trans persons, homosexuality, bisexuality, and heterosexuality are standard content. Representations of disabilities are sparse, while intersex and asexuality are not included. In paper 2, Swedish whiteness is analysed in the textbooks and in teacher interviews through the lens of critical race theory. The findings reveal that references to legislation, science, progression, ethnicity, tradition, and culture construct Swedish whiteness as a ‘happy’ place ‘here’, in contrast to less happy places elsewhere, far away ‘there’. Paper 3 concerns different tensions that arise during classroom teaching and how teachers balance these situations. Both the anti-oppressive strategies and the teaching methods are analysed with a focus on processes, facts, and relations. The results show that teachers can use tensions in sexuality education to challenge prejudice and heteronormative assumptions. Also, teachers’ inclusion of students’ thoughts and worlds, even around controversial topics, creates recognition, subjectification, and meaning making for the students. Paper 4 explores how teachers handle unexpected situations in sexuality education classrooms. These interruptions are analysed through the theoretical concepts becomings, intensity, and glow. According to the results, when teachers capture unexpected comments, student engagement is aroused, allowing new concepts to enrich the sexuality education content. In sum, this thesis concludes that sexuality education needs to embrace more diverse content. This could be achieved through fluid conceptions of bodies and sexualities, thus facilitating students' recognition and subjectification, especially through the inclusion of nuances of asexuality, alternative family constellations, intersex, and through crip (disability) perspectives. Finally, teachers need to welcome tensions and the unexpected as rich possibilities to capture new sexuality education content and to create student engagement.

Denne artikel bygger på fire måneders feltarbejde i det fritidspædagogiske tilbud Lyng Rollespil; et liverollespil, som gennem 20 år på ugentlig basis har udfoldet sig på udearealerne omkring en fritidsklub ved en dansk folkeskole. Hver torsdag aften mødes ca. 100–150 deltagere her; primært børn og unge mellem 10 og 18 år, men også en stor gruppe frivillige over 18 år samt fire fritidspædagoger, som har en del af deres ansættelse her. På baggrund af observationsnoter, fotos og interviews og med teoretisk afsæt i sociokulturelle og nymaterialistiske perspektiver belyses spillet som en slags socio-materielt sammenfiltret væsen. Et væsen, som konstitueres dynamisk og kreativt af deltagerne gennem handlinger, artefakter, steder, stemninger og regelstrukturer. Det belyses, hvordan deltagernes praksisser nærer, udvikler og transformerer dette sammenfiltrede væsen, herunder sikrer det imod opløsning og sammenbrud. Artiklen zoomer ind på en specifik handlingstråd, nemlig en gruppe spilleres intensive foretagsomhed, som, over et par måneder, kulminerer i et risikofyldt shamanritual med det formål at fremmane en specifik karakter, som ellers ikke havde været en del af spillet i flere år. Det synliggøres herigennem, hvordan både legen og pædagogikken tjener til at nære og tøjle Spillet som væsen. English abstract “I’ve Spent a Fucking Month on This Character!” On the Functions of Play in the Live-Action Role-Play Activities of an Afterschool Club This paper builds on four months of field work in the afterschool pedagogical initiative “Lyng Rollespil”: a live action role-play that unfolds on the outdoor premises of an afterschool club at a Danish state school. Every Thursday evening, approximately 100–150 participants meet here: children and young people between the ages of 10 and 18, but also volunteers over the age of 18 and four social educators who are employed here. Based on observation notes, photos, and interviews, and with a theoretical basis in sociocultural and new materialist perspectives, the role-play is illuminated as a kind of socio-materially entangled creature, a creature that is dynamically and creatively constituted by the participants through actions, artifacts, places, moods, and rule structures. The paper shows how the participants’ practices nourish, develop, and transform this entangled creature, defending it against dissolution or collapse. We zoom in on a specific thread of action: a group of players’ intensive endeavor which, over a period of two months, culminates in a risky shaman ritual with the purpose of evoking a specific character that has been absent for several years. This case makes visible how the role-play as creature is nourished and restrained by both play and pedagogy.

Nordic perspectives on playful learning have been defined by values and preconceptions associated with play in schooling. However, playful learning also emerges in specific ways as part of the patterns of relations that form classroom teaching and learning. Patterns can be understood as sociomaterial relationships in practice that create rhythms which become constitutive for specific teaching and learning practices (Sørensen, 2009). In the paper, I identify and trace ways in which specific patterns are created by multiple relationships that enable and hold together playful learning activities. With a focus on patterns of relations, I draw on performative understandings of playful learning which are holistically defined by complex sociomaterial relationships. The paper explores how these patterns enact Nordic ways of doing playful learning that are defined by both specific materialities, moods, and rhythms of doing language learning in secondary schooling. The paper builds on observations and interview data from a project in which teachers and students from three Danish schools experimented with playful learning in the school subjects English and German. In the project, experimentation and didactic development were enabled through action learning processes involving the participating teachers and the researcher. Experiments were scaffolded through use of the platform Drama Studio, where students can create animated stories using avatars in multimodal drama production. The paper focuses on a specific case in which the teaching of German became part of doing hygge as a seasonal mood in the classroom during an unusually long, four-hour German session. In the dynamics of enacting German as hygge, multiple relationships emerged that both held together and transcended the apparently delineated activity of doing German through Drama Studio.

Copyright of Kulturstudier is the property of Dansk Historisk Faellesraad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the Norwegian stateʼs integration into the global web of neoliberal economic relations, a largely neglected dimension of contemporary Norwegian history. It argues that since the 1980s, restrictions in the domestic market have generated problems of overaccumulation within key state-controlled sectors of the Norwegian economy, and that the state has met these crisis tendencies by developing what Harvey calls ‘spatial fixesʼ. On the one hand, the state has set in motion a comprehensive process of internationalization of state-owned enterprises that have exhausted the limits to expansion within the domestic market. On the other hand, it has built up the worldʼs largest sovereign wealth fund by channeling surplus petroleum profits into rent extraction in global financial markets. These spatial fixes provide the backbone of what the paper calls the neoliberalization of the Norwegian welfare state: By turning public companies and investment funds into internationally oriented profit-maximizing entities, the state has externalized a significant share of its productive and extractive activities beyond territorial boundaries and thus become thoroughly integrated into the neoliberal world economy – all the while maintaining a relatively strong system of public ownership and social redistribution within its national borders. Seen from a global vantage point, the relative persistence of social democratic institutions within territorial borders has become increasingly dependent on – and thus combined with – more aggressive processes of neoliberalization elsewhere.

Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the past years statues and monuments that were previously invisible, have now become impossible to overlook. The contestation of monuments commemorating questionable aspects of European and American history culminated in 2020 with the unauthorized removal of several statues. While iconoclasm has always been a part of protests, the paradox of iconoclasm today is that it is both perceived as vandalism (deemed not compatible with democracy) and as an important tool for democratization. With this paradox as a starting point, this paper questions the perception of iconoclasm as a solely destructive act, by examining it as an image-creating protest language. Through an analysis of three examples of contemporary events, the article argues that these events are producing images as much as they are destroying them. The images created at these events are an important part of the protests that provided these images – both in the articulation and communication of the protest and in the visualization of what is being protested. The article suggests that this kind of image-creating iconoclasm works as a transformative image analysis that analyzes images (like statues and monuments) through a physical and/or symbolic intervention. This way, the analysis transforms the image into a tool for resistance: A monument once celebrating an oppressor, now broken and covered in graffiti, is transformed into an object for those who it oppressed and those who resisted. [ABSTRACT FROM AUTHOR]

This paper explores the integration of biblical wisdom with contemporary leadership theories to inform effective leadership practices. Drawing upon themes and principles from the Bible, the paper proposes a synthesis of biblical insights and modern leadership approaches. It examines the biblical foundations of leadership and presents a model linking biblical themes to relevant leadership theories. The paper suggests that future research should empirically validate these connections through various methods. By investigating the interplay of biblical principles and leadership practices, researchers can build theory informing a more comprehensive understanding of faith-based leadership. Practically, integrating biblical wisdom with contemporary leadership theories can provide valuable insights for leaders seeking to navigate modern organisations while remaining faithful to their spiritual convictions. Research under the proposed rubric may contribute to refining a theologically-grounded and empirically-validated model of leadership that promotes individual, organisational, and societal flourishing.

This paper presents a new conceptualisation of musicality via a framework called New Musical Virtuosities for Healthy Musical Identities. The development of healthy musical identities is proposed as a key aim for music education. Musicking for healthy musical identities is approached as holistic and inclusive, highlighting the integration of social and creative interactions in the concept of musical virtuosity. Implications and examples of the new virtuosity framework for research and practice are discussed, including perspectives on diversification, decolonisation, and widening participation. The paper emphasises “humble” to foreground a fluid interdisciplinary debate, while also stressing the importance of these proposals in the form of a manifesto.

This paper addresses one of the challenges presented in the call for the October 2022 symposium prior to this special issue: How would we expect design literacy (knowledge) to be demonstrated by non-designers? The study focuses on Norwegian pupils aged 15–16 years who were tasked with designing shared-living spaces for an ecovillage, aiming to encourage mixed use, inclusive social interaction, and a reduction in the carbon footprint. The study explores the level of critical design literacy demonstrated in 55 digital submissions from the pupils. The results indicate that the pupils are more proficient in expressing and discussing aspects of social sustainability than they are at addressing environmental sustainability. The paper concludes by discussing how teachers might structure projects to encourage pupils to engage more deeply in transformative design practices.