Aesthetics of Slowness

PhD summer school - the aesthetics of slowness - Aalborg Universitet (

3 - 5 ECTS, depending on students presenting and getting comments on a chapter from their thesis.

The course is organized to address interdisciplinary problems across humanities, science and art.

Applying for the summer school:

Application deadline: 15th of July 2022 by mail to Hanne Porsborg Clausen:;

Acceptance before July 30th.

Accommodation payment before August 1st.

To apply, please provide a motivated application including half a page of what you expect to gain from the summer school. Further, provide the title of your PhD, an abstract of your PhD (max 1 p.) and a short CV (max 1 p.).

Further indicate, if you want to present and get feedback on one chapter in your thesis.

Participation in the summer school is free, however you have to pay for accommodation and food (see below). 

The summer school can have 18 participants.


Venue: At Claus Ørntoft og Marit Benthe Norheims studios, situated at their farm Stenshede in Mygdal, Houenvej 52, 9800 Hjørring 

Accommodation: We have reserved camping huts at Hirtshals Camping, which is beautifully situated by the sea at walking distance from the town center. One hut accommodates 3 persons.

(Students have to pay prior to arrival before August 1st, 2022. The cost for 4 nights will be 1250 kr. per person; if all of you accept this accommodation).

Alternatively, there is a possibility of B&B and other accommodation, which you can organize yourself, but please be aware, it’s a very busy period.

Food and eating: Lunches, coffee and dinners will take place in Mygdal. The costs are shared and students pay directly to the organizers. A local chef will provide food related to the overall concept of Slowness- at reasonable cost.

Arrival if you choose Hirtshals Camping: We suggest that you take the train to Hirtshals. From the station to the Campsite there’s a 15-minute walk. Please inform the organizers about your arrival schedule

Transportation: From Hirtshals Camping to Stenshede Studios, Mygdal (18km): The organizers will provide transportation. Please inform the organizers if you bring a car. Alternatively, you can also rent an electric bike in Hirtshals.


Marit Benthe Norheim & Claus Ørntoft: Relational arts ( )

Richard Shusterman ( & Aesthetic Experience and the Question of Time 

Else Marie Bukdahl ( Milan Kundera’s, Paul Virilio, and J.-F- Lyotard’s concept of “The aesthetics of Slowness” - focusing on Visual Art. 

Lone Dirckinck-Holmfeld ( When the Women come – The Camping women as a space for learning. Experience, ownership, time and materiality.

All lectures will reflect on research methods to be used.

Teaching methods:

The summer school will be organized as a mini collaborative inquiry project with lectures and PhD students collaborating on the research questions. The summer school will use the mobile sculptural installation, Camping Women as a shared humanities lab for exploring these questions. The course will build on an experiential learning approach providing a lab for the participants to explore, experiment, reflect and conceptualize and re-design their own area of research. A mix of methods will be used: introspective documentation of experiences contrasted with scientific measurements, curated conceptual discussions, and lectures on the core concepts.

Further, the students will get an opportunity to work on their own PhD projects and reflect on the findings from the summer school. The summer school will produce a shared publication: “On the aesthetics of slow- ness.” We are at the moment exploring the possibilities contributing to a special issue on the Journal of Soma-aesthetics to be published at the end of 2023).

The course will use the digital learning platform Moodle as a shared infrastructure for the course. All the materials will be uploaded in Moodle





 12th of August


13th of August


14th of August


15th of August


16th of August

9 - 11


Morning lecture:


Morning lecture:

Morning lecture(s)

Morning lecture (s)

11 - 18






16 – 18: Arrival at Hirtshals Campsite

Working in the lab: Camping Women and the research design

Inquiring the aesthetic experience of slowness as ´fahren´ with the Camping Women. Data collections

Reflecting the aesthetics experience in the PhD fellows thesis work

Final plenary:

Conceptualizing time, space and materiality.

Shared publication


16:00 - departure


Dining together at Stenshedein Mygdal & informal gathering exploring slowness

Dining together & mutual reflection

Dining together & conceptualizing the experience

Dining together

Groups present their work using methods from critical design




Course description, incl. learning objectives and prerequisites:

Contemporary culture, through the powerful impact of new technologies and economic incentives, has increasingly emphasized the value of speed. We want not only our machines but also our human performances to function more quickly and efficiently. We expect faster results and rhythms in our daily life, and we grow impatient with things that take more time. Fast food is now ubiquitous, and its unsatisfactory aesthetic qualities have stimulated a response of resistance, such as the slow food movement.

Our ability to savor art in a slow and deep manner is increasingly threatened in a lifeworld that always privileges speed. At the same time design of human computer interaction and digital services request a much deeper insight into the aesthetics of experience. The aesthetic experience has traditionally found its value in a fullness and wholeness that calls for extended attention that requires taking one’s time.

In this doctoral school, we will examine the concept of aesthetic experience through the aesthetics of slow- ness in both theory and practice. We will combine reading and lectures in aesthetic philosophy and learning with a temporally extended, full-bodied aesthetic experience of interacting with works of art by traveling with and in them as they move slowly through an aesthetically attractive countryside in North Jutland. The course will be interdisciplinary, combining perspectives of artists, art critics, philosophy, learning, human- computer interaction and other theories.

German philosophers of art distinguish between two forms of experience. On the one hand, there is Erfahrung that requires taking time and that is characterized by development and movement towards wholeness and completion of meaning and form. The word contains the verb form of “fahren” which means travel and thus implies taking time. In contrast, there is Erlebnis, that is a more sudden and sensational experience, something that is simply lived through. The summer school will focus on aesthetic experience in the sense of Erfahrung and will take the idea of travel literally by involving travel with and in selected artworks.

The summer school will explore aesthetic experience and the aesthetics of slowness through a number of questions:

  • The aesthetics experiences of slowness: Time, space and materiality?
  • How artworks afford the experiences of slowness? And how are the participants enacting the experiences of slowness?
    • What is the individual/group resistance / pleasure/dynamics to get into the mood of slow experience?
    • How do the participants integrate the experience of slowness to their hyper-networked and busy everyday life?
  • How to reflect the aesthetics experience of slowness in the PhDs thesis-work?


Significance and learning objectives:

To provide a framework and to experience the aesthetics of slowness.

To theorize on the experiences of an artwork: time, space and materiality.

Learning objectives:


To demonstrate theoretical and historical knowledge of the concept of aesthetics experience and the aesthetics of slowness.


Being skillful in exploring the aesthetics of slowness

Being skillful in publishing about the aesthetics of slowness

Being skillful in relating the aesthetics of slowness to own research agenda.


Being competent in researching the phenomenology of the aesthetics of slowness, and understanding the complexity of the application of the phenomenon to different use practices (art, learning, human-computer interaction and philosophy).

Key literature – selected chapter (preliminary)

Benjamin, W., Demetz, P., & Jephcott, E. F. N. (2018). Reflections: Essays, aphorisms, autobio- graphical writings. Boston: Mariner Books, Houghton Mifflin Harcourt.

Bukdahl, E.M (2019) Can site-specific art create new thinking, engagement, and even action? Lecture at Art and the City / My Liberty in Laznia Centre for Contemporary Art in Gdansk 11. October 2019.

Dewey, J. (1995). Art as experience ([Nachdr.]; 1. Perigee print 1980). New York, NY: Berkley. Dirckinck-Holmfeld, L. (2016). Opening up the Humanities. Camping Women as a Humanities exploratori- um. Akademisk kvarter / Academic Quarter13, 165 - 177.

Shusterman, R. (2000). Performing live: Aesthetic alternatives for the ends of art. Ithaca, N.Y: Cornell University Press.

Shusterman, R. (2012). Thinking through the body: Essays in somaesthetics. Cambridge, UK ; New York: Cambridge University Press.

Virilio, P. (1991). The lost dimension. New York, N.Y.: Semiotext(e).

Virilio, P., & Beitchman, P. (2009). The aesthetics of disappearance. Los Angeles, CA: Semiotext.


Bemærk venligst at kurset er fyldt og vi kan desværre derfor kun tilbyde plads på venteliste pt. (De deltagere som er optaget på kurset har modtaget tilsagn pr. mail)

  • Paper

    Kursusdeltagerne skal indsende et paper på max ti sider. Paperet skal angive navn, titel på PhD-projektet og hvor langt i PhD-forløbet, deltageren er. Paperet skal ikke bruges til at beskrive PhD-projektet som helhed. Det skal være en tekst, som deltageren er i gang med at skrive til afhandlingen og gerne vil have feedback på – det kan være udkast til et indledende eller afsluttende kapitel, en analyse, diskussion eller en artikel. Vi opfordrer deltagerne til at begynde paperet med en kort indledende tekst om skriveudfordringer og skriveambitioner i relation til et eller flere af kursets temaer. Deltagerne bliver inden kurset inddelt i grupper, der skal læse gruppemedlemmers papers og forberede feedback. Papers bliver desuden brugt til målretning af kursets oplæg og øvelser.

  • Description: 

    En uforfærdet tilgang til skrivning kan give et lettere og mere glædesfyldt liv som PhD-studerende og ikke mindst resultere i en PhD-afhandling af høj kvalitet. Formålet med kurset er at give skrivning en plads i hverdagen, at opbygge et forråd af skrivestrategier, og at lære sig selv at kende som skrivende – kort og godt at skabe sig et skriverliv. Deltagerne vil gennem hele kurset arbejde med eget materiale og skrive tekster med udgangspunkt i deres eget PhD-projekt. Kurset bygger på de nyeste indsigter fra skriveforskningen og er samtidig et praktisk ’hands-on’ kursus med masser af tekstproduktion og dialog om egne og andres tekster. Foruden afprøvning af strategier og input til nye vaner kan deltagerne tage fra kurset med tekst, der er lige til at arbejde videre med derhjemme. 

    Kurset er en kombination af oplæg, skrivning og dialog i grupper og på plenum. De tre dage har hver et tema, som vil blive præsenteret på kursets første dag i form af en skrivemodel. Hver dag vil bestå af korte oplæg på baggrund af kursuslitteraturen, guidede skriveøvelser og refleksioner i grupper og plenum. Formålet er, at deltagerne få mulighed for at drøfte deres skriveudfordringer og skrivestrategier med underviserne og de andre kursusdeltagere, og afprøve strategier, der kan bringe deres skrivning videre.

    Dag 1: Fyld værktøjskassen (onsdag kl.10-17.00)

    På dag 1 præsenteres tre elementer i skriveprocessen - vi kalder dem Værktøjskassen, Byggematerialerne og Bygningsværket. På kursets første dag vil vi fokusere på Værktøjskassen. Vi kigger ind i skriveværkstedet, og deltagerne får mulighed for at afprøve og eksperimentere med en række værktøjer og fylde sin egen individuelle skrive-værktøjskasse:

    Hvad ved vi fra skriveforskningen om motivation og vaner? Hvad virker for dig? Hvordan giver du skrivningen den plads og energi i hverdagen, som du ønsker, og som er hensigtsmæssig? Det er spørgsmål, vi vil arbejde med på kursets første dag.

    Formiddagen har overskriften ’Fokus’, hvor deltagerne præsenterer sig selv og deres forskningsprojekt, vi arbejder med modellen og med skrivevaner. Om eftermiddagen er overskriften ’Spørgsmål’, hvor vi arbejder med deltagernes forskningsspørgsmål som styreredskab gennem PhD-forløbet.

    Kl. 15-17 er der mulighed for sparring i mindre grupper.

    Dag 2: Håndter byggematerialerne (torsdag kl. 9-16.00)

    Dag 2 er viet til skrivningens Byggematerialer. Byggematerialerne er tekstens indholdselementer, som fx kan være empirisk materiale, der skal analyseres; litteratur, der skal udvælges og præsenteres eller indledninger og konklusioner, der skal binde teksten sammen. Vi arbejder med, hvordan vi gennem skrivningen kan fokusere tænkningen, skærpe forståelsen og udvælge det rette indhold:

    Hvad består en akademisk tekst af overordnet set? Hvordan fungerer forskningsspørgsmål og abstracts som styringsredskaber? Hvordan skal de forskellige elementer vægtes? Hvordan får du dem til at spille sammen (kohærens)? Hvordan finder du balancen mellem indlevelse i og distance til dit materiale? Det er spørgsmål, vi vil arbejde med på kursets anden dag.

    Formiddagen har overskriften ’Billeder’. Vi arbejder med forskellige former for visualisering: displays, tabeller og modeller som analyse- og formidlingsredskaber. Eftermiddagens overskrift er ’Ord’ og handler om, hvordan man kan udvikle og nuancere sit ordforråd, bevidst brug af metaforer, og brug af sætningsskabeloner.     

    Kl. 15-16 er der mulighed for sparring i mindre grupper.

    Dag 3: Skitser bygningsværket (fredag kl. 9-15)

    Dag 3 har vi fokus på Bygningsværket, som er de teoretiske, metodiske og/eller empiriske felter, som PhD-projektet er rettet mod og bidrager til. Bygningsværket kan være det praksisfelt, hvor forskningen kan gøre nytte. Det kan være en faglig eller politisk diskussion, hvor man kan gøre sin stemme gældende. Og det er naturligvis det eller de forskningsfelt(er), som PhD-projektet er indlejret i eller rettet mod. Bygningsværket er en metafor for det, man gerne vil bidrage til, og lægger op til overvejelser over, hvad ens bidrag består af. Det kan være et nyt perspektiv på et allerede stort og velbeskrevet forskningsfelt, en bro mellem to felter, eller man vil måske gerne vil være med til at ’bygge’ et felt, der kun er sporadisk udforsket. Dagen handler om at skærpe sansen for sin egen stemme og blive bevidst om, hvilket teoretisk, metodisk og/eller empirisk bidrag, man er i gang med at skabe:

    Hvornår er jeg selv og teksten klar til andres blikke? Hvordan kan jeg arbejde med at revidere og løbende forbedre min tekst? Hvordan får jeg den feedback, jeg har brug for? Hvordan kan jeg selv blive en bedre skriver af at give feedback? Det er spørgsmål, vi vil arbejde med på kursets tredje og sidste dag.

    ’Dialoger’ er formiddagens overskrift. Vi arbejder med, hvordan andre mennesker kan bidrage til at skabe klarhed i en tekst og fremdrift i forskellige faser af skrivningen, og hvordan man kan etablere og udvikle skrivegrupper og sund peer feedback. Eftermiddagen har med overskriften ’Produkter’ fokus på tekster, der skrives undervejs i et PhD-projekt. Vi vil desuden hjælpe hinanden med at lægger planer for deltagerens skriverliv fremover. 

  • Kursuslitteraturen er inddelt i to kategorier:

    ·        Obligatorisk læsning: Tekster om skrivning, som giver deltagerne en fælles referenceramme, vi kan trække på i diskussioner og øvelser.

    ·        Anbefalet læsning før eller efter kurset: Bøger, artikler, blogs og digitale mødesteder om akademisk skrivning, livet som PhD-studerende, PhD-skrivegrupper og –vejledning, dygtige forfatteres skriveråd og opmuntring (denne liste vil blive udbygget i løbet af kurset med input fra deltagerne).

    Obligatorisk læsning:

    Barnacle, R., & Dall’Alba, G. (2014). Beyond skills: embodying writerly practices through the doctorate. Studies in Higher Education, 39(7), 1139–1149.

    Burford, J. (2017). Conceptualising doctoral writing as an affective-political practice. International Journal of Doctoral Studies, 12, 17–32.

    Cloutier, C. (2016). How I write: An inquiry into the writing practices of academics. Journal of Management Inquiry, 25(1), 69-84.

    Gravett, K. (ahead-of-print). Disrupting the doctoral journey: Re-imagining doctoral pedagogies and temporal practices in higher education. Teaching in Higher Education, 1-13.

    Langum, V., & Sullivan, K. P. H. (2020). Academic writing, scholarly identity, voice and the benefits and challenges of multilingualism: Reflections from Norwegian doctoral researchers in teacher education. Linguistics and Education, 60.

    Meier, N. & Wegener, C. (2017). Writing with resonance. Journal of Management Inquiry, 26(2), 193–201.

    Morton, J., & Storch, N. (2021). Authorial Voice in Doctoral Writing: Published Advice. In Academic Literacy Development (pp. 165-183). Palgrave Macmillan, Cham.

    Ragins, R. B. (2012). Editor's comments: Reflections on the craft of clear writing. Academy of Management Review, 37(4), 493-501.

    Thurlow, S. (2021). Creativity is for poets and pop singers, isn’t it? Academic perspectives on creativity in doctoral writing. Arts and Humanities in Higher Education20(2), 187-206. 


    Anbefalet læsning:

    Barley, S.R. (2006). When I write my Masterpiece: Thoughts on what makes a paper interesting. Academy of Health Care Management Journal, 9(1), pp. 16-20.

    Becker, H. S. (2007). Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. 2nd ed. London: University of Chicago Press.

    Goodall Jr, H.L. (2008). Writing Qualitative Inquiry: Self, Stories, and Life. Walnut Creek: Left Coast Press, Inc.

    Kamler, B. & Thomson, P. (2014). Helping Doctoral Students Write: Pedagogies for Supervision. Oxon: Routledge.

    King, S. 2012. On Writing. London: Hodder & Stoughton.

    Maher, M., Fallucca, A., & Halasz, H. M. (2013). Write On! Through to the Ph. D.: using writing groups to facilitate doctoral degree progress. Studies in Continuing Education, 35(2), 193–208.

    Tanggaard, L. & Wegener, C. (2016). A Survival Kit for Doctoral Students and Their Supervisors. Travelling the Landscape of Research. Thousand Oaks, CA: SAGE.

    Wegener, C. (2014). Writing with Phineas. How a fictional character from A. S. Byatt helped me turn my ethnographic data into a research text. Cultural Studies <=> Critical Methodologies, 14(4), 351–360.

    Wegener, C. (2016). Skriv med glæde. En guide til akademisk skrivning. København: Samfundslitteratur.

    Wegener, C., Meier, N., & Ingerslev, K. (2016). Borrowing brainpower – sharing insecurities. Lessons learned from a doctoral peer writing group. Studies in Higher Education, 41(6).


  • Organizer: Charlotte Wegener, Inst. for Kommunikation og Psykologi

  • Lecturers: Charlotte Wegener og Ninna Meier

  • ECTS: 3

  • Time: 21.-23. september 2022

  • Place: Aalborg Universitet, Campus København
  • Deadline: Tilmelding og paper senest 15. august til
  • Optagelse på kurset efter først til mølle – dog fortrinsret for SSH-studerende. Paper indsendes, når deltagerne har modtaget besked om, at de har fået en plads. Man kan ikke deltage uden paper.

Registration by mail (including abstract) to - deadline April 15

Course dates: May 9th-10th, 2022 & September 13th-15th, 2022

Starting time September 13: 10.00-17.00

September 14-15: 9.00-16.00

Place: FKJ10B (C), room 2.22, Copenhagen

Lecturers: Chalotte Glintborg, Kristine Jensen de López, Michael Bamberg


This five-day Ph.D. course provides participants with an introduction to the steps and processes involved in carrying out qualitative interviews, including working with concrete data and tools for analyzing interview data. The course is interdisciplinary, and we invite students from different disciples to join the course.

The main learning objectives for the course are that the participants gain theoretical and practical knowledge on how to analyze data from qualitative interviews. This includes understanding the theory as well as the ontology and epistemology behind qualitative interviews as a research method. The main focus of the course is for the particiapants to develop concrete tools for reflective thinking and to practice on how to analyze data from qualitative interviews. Regarding the specific content of the course, we will narrow ourselves to two concrete approaches; 1) Thematic Content Analysis developed by Braun and Clarke (2006, 2013), and 2) Narrative Adentity analysis, discourse analysis and positioning analysis from the approaches developed by Michael Bamberg (De Fina et al., 2006; Bamberg et al., 2011) & Davies & Harré (1990).

As highlighted by the title this course is clearly about HOW to work with interview data and preferably  with the participantss’ own data from qualitative interviews or/and data provided by the course holders (Danish data). The course will be in English and participants are invited to bring data in any language, but if the language is not Danish, Scandinavian, English or Spanish the students will be expected to be fully proficient in the respective language.

The course is split into two blocks and students are expected to work independently with peers in the time period between the two blocks.

The students are required to present a short paper describing their own Ph.D. project and focused on data analyses. The procedure for this will take place in two steps:

  1. On application to the course the student is required to send a one to two-page abstract describing her/his Ph.D. project, the stage of the project, the design/methods, and the amount of interview data expected available at the time of the course. The application should also include a short description of the stage of data analyses that the student expects to have reached at the time of the course (development of research question/interview topics, pilot interview, transcription, initial data analysis etc.) and the students expectations for the course.

After completion of the first block of the course the students will be required to continue elaborating on her/his data analyses and to write up a 5–7-page paper describing the data analysis procedure which has been applied (codes etc.) and tentative suggestions for themes (results). The students will also be requested to provide feed-back on short written papers by other course participants during the app. 4 month period between block 1 and block 2. Students will also be requested to give short presentations of their papers during the course.

Tentative course description:

The course consists of two teaching blocks of respectively two and three full course days. The first block will primarily focus on tools applied in the very first steps of data analysis, whereas the second block will focus on generating themes, reporting results etc.

Block 1:

Day 1: Introduction, lectures, group work 1 & 2, discussion

Day 2: lectures, group work 2 & 3, panel discussion and how to prepare for block 2 of the course, evaluation of block 1

Block 2:

Day 1: Introduction, lectures, presentations, group work 4, discussion

Day 2: lectures, presentations group work 5, discussion

Day 3: lectures, presentations, group work 6, discussion and wrap-up

Key literature:

Bamberg, M. (Eds.), Discourse and identity (pp. 1–23). Cambridge, UK: Cambridge University Press

Bamberg, M., De Fina, A. & Schiffrin, D. (2011). Discourse and identity construction. In. S. J.

Schwartz et al. (Eds.). Handbook of Identity Theory and Research, (pp. 1-23).

Bamberg, M & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and

identity analysis In: Text & Talk - An Interdisciplinary Journal of LanguageDiscourse & Communication Studies, 28, 3, 377-396.

Braun, V. & Clarke, V (2006), Using thematic analysis in psychology. Qualitative Research in Psychology(vol. 3, 2, 77-101 doi/abs/10.1191/1478088706qp063oa

Braun, V. & Clarke, V. (2014). Successful qualitative research: A practical guide for beginners. London: Sage

Braun, V. & Clarke, V. (2016) (Mis)conceptualizing themes, thematic analysis, and other problems with

Fugard and Potts´(2015) sample-size tool for thematic analysis. International Journal of Social Research Methodology, Vol 19(6), 739-743.

Braun, V. & Clarke, V. (2019). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales, Qualitative Research in Sport, Exercise and Health. DOI: 10.1080/2159676X.2019.1704846

Braun, V., Clarke, V. & Hayfield, N. (2019). ´A starting point for your journey, not a map´: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis. Qualitative Research in Psychology, 1-22, doi:10.1080/14780887.2019.1670765.

Braun, V. & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, DOI: 10.1080/14780887.2020.1769238

Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the

Theory of Social Behavior, 20(1), 43–63.

De Fina, A., Schiffrin, D., & Bamberg, M. (2006). Introduction. In A. De Fina, D. Schiffrin, & Bamberg (eds.) Discourse and Identity. Cambridge: Cambridge University Press.

Glintborg, C. & Berger, N.P. (2018) Narrative forskningstilgange, p. 14-27. I Glintborg, C., Hedegaard-Sørensen, L. & Kirkebæk, B. (red). Professionelle blikke. Når fortællinger forandrer identitetFrydenlund Academic.

Jensen de López, K. & Lyons, R. (2020). Narratives and identity construction of children with developmental speech and language disorders. In Glintborg, C.C. & de la Mata, M. (eds) Identity Construction and Illness in persons with disabilities. Routledge, p. 104-114.

Jensen de López, K., Feilberg, J.,Baena, S., Lyons, R., Harding, S., Kelic, M., Klatte, I., Mantel, T. C., Novogrodsky, R., Ulfsdottir, T.S., Zajdó, K, Rodriguez-Ortiz, I. R. (2021). `So, I told him to look for friends!`Barrries and protecting factors that may facilitate inclusion for children with Language Disorder in everyday social settings: cross-cultural qualitative interviews with parents. Research in Developmental Disabilities, Special Issue on Parental Involvement across cultures.

Lyon, R., Glintborg, C., & McAllister, L. (2019). Narrative inquiry and its use in communication disorders research. In R. Lyons & L. McAlister (Eds.) Qualitative research in communication disorders: An Introductory Guide for Students and Clinicians. Guildford, UK: J & R Press.

The course takes place online through zoom

Registration by mail to - deadline August 15 (paper deadline - September 1)

Humanism in the Twenty-first Century aims at establishing a vibrant interdisciplinary forum for PhD students from a broad range of humanistic and social scientific disciplines working with questions relating to humanism and post-humanism. The dialogical format is to be seen as an invitation to partake in an attempt to rethink humanism and its role in the world of today. In addition to the generous time allowed for student presentations and related discussions, the program features six keynote-speakers who are all at the frontiers of a number of topic-related debates relating to the theme of the course. Theoretically, this course will pave the way for a deepened understanding of the predicaments related to what it means to be and not to be human today. Practically, the course will offer an arena for mutual inspiration and hopefully plant some seeds for future academic collaborations.

The three-day course will be held in English through Zoom.

Each day will include two key note lectures from invited scholars, 30 minutes presentations from participating PhD students (15 min presentation/15min discussion).

Paper requirements

Participating PhD students are asked to submit a 2-page paper presenting their take on humanism and/or how the course-related questions are relevant to their PhD project to: before September 1, 2022. These abstracts will be distributed to the participants for reading one month before the course. Participants are obliged to read these papers and consider possible comments and points of discussion.

While preparing their papers, PhD students are kindly asked to acknowledge the interdisciplinary setting by keeping specialized language to a minimum and offering inclusive presentations.


Lisa Guenther, Professor, Queen’s National Scholar in Political Philosophy and Critical Prison Studies, Canada

Martin Hauberg-Lund Laugesen, Postdoc, University of Southern Denmark

Jonna Bornemark, Professor of Philosophy, Södertörn University, Sweden

Thomas Schwarz Wentzer, Professor of Philosophy, Aarhus University, Denmark

Johan Eriksson, Psychoanalysist, Assistant Professor of Philosophy, Södertörn University, Sweden

Alfred Sköld, Assistant Professor of Psychology, Aalborg University, Denmark



“Good without a God” reads the current motto of The American Humanistic Association. Humanism is defined as ”a progressive philosophy of life that, without supernaturalism, affirms our ability and responsibility to lead ethical lives of personal fulfillment that aspire to the greater good of humanity.” Thus, Cicero’s concept of humanitas referring to the development of human virtue, in all its forms, to its fullest extent, and August Comte’s idea of a “religion of humanity” are still operative, albeit in less political versions. In many Western countries, civil baptizing, confirmations, and funerals are becoming increasingly common – often with reference to humanistic frameworks and organizations. In contrast to the generalized language of diagnostic manuals, humanistic psychotherapy – with its odd combination of existential thinking and positive psychology – emphasizes the uniqueness of each individual, its ability to face up to reality’s every obstacle, and the persistence of personal growth. The thought that being human is both something extraordinary among other living beings and inherently good, continues to attract considerable attention.

That said, the major crises of our century – and the progressive intellectual strands emerging in the efforts to address them – make it increasingly harder to swear the humanist oath without catching immediate and frenzic spitfire from various directions. While the pandemic has made us all acutely aware of the interconnectedness among human beings, it has likewise exposed and increased the vast differences and injustices that pervade our world. Asking the great unvaccinated population of sub-Saharan Africa, we’re not “in this together”. Similarly, the immediate consequences of the warming of the earth’s surface strike very differently worldwide. Equality and justice often fall outside the individualistic outlook of humanistic theories – the virtues of human-ness often seem to concern a very small portion of the world’s population. Evolutionary theory, poststructuralism, social constructivism, postcolonialism, speculative realism as well as new material and sociomaterial studies, have – in their various ways, denounced the exclusiveness and supremacy of humans in the great chain of being. Only psychoanalysis has, paradoxically, survived by making a humanistic point out the inhuman nature of the human psyche. Only humans commit inhuman acts and only humans, we may add, tend to become anti-humanists.

It is beyond reasonable doubt that many an unjust war have been fought under the banners of humanism, and that a large number of systemic inequalities have been defended with reference to “the greater good of humanity”. The category of the human, is, more often than not, a demarcation line specifying who will be included in a fragile ‘we’ worthy of protection and recognition. Yet still it appears difficult to declare the death of humanism, place it quietly on the shelves of history and embrace the golden era of posthumanism. The humanistic tradition stretches back to Thales and permeates every corner of the philosophical canon. Literature and art are often pointed towards when seeking the draw the magical line between humans and other mammals, and despite the fact that psychologists throughout the previous century identified animals with traits and capacities seemingly similar to humans, the riddle of consciousness (not to mention the unconscious) is still seen as a strictly human mystery.

One way of drawing the line between humans and other creatures is to point to the historic nature of our being. If we take it seriously that who we are is a question about how we respond to the many predicaments, crises, and dilemmas of the present – in light of what has been and what might become, humanism might be said to carry, within itself, a question asked in novel ways to every generation, situating any response somewhere on the axis between the existential universal and the culturally specific. In seeking to remedy unwarranted theoretical, conceptual and practical deadlocks surrounding both humanism and post-humanism, this PhD course launches an extensive dialogue-based investigation of the conditions of humanism today, posing the following questions:

  • Is there a place for humanism in contemporary societies?
  • Is “humanness” something that should be aspired to, transformed, or overcome?
  • How do we understand possible distinctions between human and non-human beings?
  • How can the relationship between humanism and universalism be conceived of?
  • What does post- in “post-humanism” refer to?
  • What is the role of humanism in respect to the realm of politics in general and identity politics in particular?
  • What role does humanism play in our dealings with recent technological developments, AI, and new forms of digital existence?
  • How does climate change affect our understandings of what it means to be human and non-human? Is the proper response a humanistic response, an altogether different version of humanism, or an abandonment of humanism all together?
  • Are there pedagogical aspects of humanism that can inspire todays’ education practices or does it prevent necessary timely developments in this domain?
  • Are there phases of, or traditions of humanism that are unjustly forgotten and worth returning to?
  • How do we understand the relationship between humanism and religion? Is humanism an expression of secularism, religion for late modernity or something else entirely?
  • Can humanistic and/or post-humanistic thinking inspire new ways of tackling the mental illnesses so prevalent in today’s societies?



Day 1 – Tuesday, October 4

09:00 - 10:00 Introduction and presentation of participants

10:00 - 10:15: Break

10:15 - 11:45: Keynote 1: Alfred Sköld

AbstractHumanism in between

Who are we, “us”, the so-called humans? This lecture explores the thought that humanism finds its place in between: between ontology and ethics, between the existential and the cultural, us and them, life and death. The vast diversity of human cultures can be seen as one great testament of the fact that there is no natural way for us to live. Yet, and despite this world of difference, all members of our species depend upon and live their lives together with human and non-human others – and in some kind of relation to death. I will argue that one way of responding to the question of what it means to be human, goes through a deepened understanding of the many entanglements between our relational and finite being. By drawing on psychoanalysis (Butler, Lear), existential phenomenology (Heidegger, Ruin) and deconstruction (Derrida, Hägglund), I will examine how the world(s) of humans can be perceived through the lens of an ontological vulnerability that is ethical through and through.

11:45 - 12:00: Break

12:00 - 13:00: Student presentations 1-2

13:00 - 13:45: Lunch

13:45 - 15:15: Keynote 2: Jonna Bornemark

Abstract: Reason and the task of humanities: thinking with Nicholas of Cusa

In modernity we have a tendency to reduce reason to a calculating rationality and as a consequence, I would claim, it is hard to understand such things as intellectual reflection. Nicholas of Cusa provides us with a broader understanding of reason, including both a relation to not-knowing, a relation to the most important ”quidditas” (whatness), and the structuring capacity of the ratio. By means of Cusa’s epistemology we can take a new look both upon contemporary ideas regarding rationality and the role of different institutions. In this lecture I will take a closer look on humanities: both what it is/can/should be from Cusa’s point of view, and its role in the society. With such a starting-point we could also together discuss the societal role of researchers in humanities and what a PhD in humanities can be.

15:15 - 15:30: Break

15:30 - 17:00: Student presentations 3-5


Day 2 – Wednesday, October 5

09:00 - 10:30: Keynote 3: Johan Eriksson

Abstract: Psychoanalysis – An Extension of Everyday Psychology  

Ever since Freud created psychoanalysis as a theory and as a clinical practice, it has drawn attention from philosophers. With the concept of the dynamic unconscious Freud introduced a psychology in which the division between a personal and a sub-personal psychology was blurred; and the philosophical distinction between psychological explanations in terms of reasons, and explanations in terms of causes, became hard to uphold. In this lecture I will argue that psychoanalysis, as it was created by Freud, is an extension of what could be called everyday psychology, and I will try to show the implications of this extension when it comes to conceptualizing the human psyche.
10:30 - 10:45: Break
10:45 - 12:15: Student presentations 6-8

12:15 - 13:00: Lunch

13:00 - 14:30: Keynote 4: Thomas Schwarz Wentzer

Abstract: Four Theses on Humanism

The talk will defend four theses about humanism.  A certain kind of collective mindset--for the lack of better alternatives labelled ‘humanism’--is unavoidable in ontological (1) as well as ethical/political (2) perspective. This mindset comes along with uneasiness and discomfort, rather than pride or confidence. Endorsing humanism on the basis of (1) and (2) is intrinsically linked to the historical burden of being a human being (3). Knowing oneself as human today means entering the domain of planetary responsibility, the scales and scope of which exceeds the imaginary of any former human generation (4).

14:30 - 14:45: Break

14:45 - 15:45: Student presentations 9-10

15:45 - 16:00: Break

16:00 - 17:00: Student presentations 11-12

Day 3 – Thursday. October 6

09:00 - 10:30: Keynote 5: Martin Hauberg-Lund Laugesen

Abstract: Ecomarxism and Flat Ontology?: On the humane kernel of anti-humanism

Humanism can be understood as the belief in human beings’ ethical ability to be morally moved by reasons to set aside their own desires in order to meet the needs of others or society at large – or to restore the cultural and natural conditions of possibility for those needs to be able to be met. Humanism thus entails the belief that the better angels of human nature will be summoned in times of crisis enabling human beings to act for the greater good and/or on behalf of others suffering the consequences of the dangers at hand. In the age of planetary climate crisis and climate injustice, the question concerning who (and what) needs to be included in the greater good is historically pressing. On philosophically different foundations, Andreas Malm and Timothy Morton have presented different accounts of the roles, responsibilities and capabilities of human beings. Rooted in historical materialism and object-oriented ontology respectively, Malm and Morton differ fundamentally in their expositions of the place of human beings inside of global warming. While Malm argues for the political dignity and moral decency of humanism, Morton argues for the ethical value of anti-humanism through the development of a flat ontology. In my lecture I will make the case for what I call the humane kernel of anti-humanism, sympathetically drawing on the works of both Malm and Morton.

10:30 - 11:15: Break

11:15 - 12:15: Student presentations 13-14

12:15 - 13:00: Lunch

13:00 - 14:00: Student presentations 15-16

14:30 - 15:00: Break

15:00 - 16:30: Keynote 6: Lisa Guenther

Abstract: A New Humanism? Or Beyond Humanism?

In the mid-twentieth century, anti-colonial philosopher, psychiatrist, and revolutionary activist Frantz Fanon called for “a new humanism” beyond the Manichean divide between black and white produced by slavery and colonialism. Sylvia Wynter extends Fanon’s analysis, arguing that the white, Christian, heterosexual, able-bodied male at the center of European humanism forecloses other, less violent ways of being human; for Wynter, the challenge is not to expand the category of the human to include marginalized others, but rather to re-invent “being human” as a plural, relational praxis. Other readers of Fanon have questioned the possibility, and even the desirability, of a new humanism. Frank B. Wilderson III argues that Blackness is antithetical to the human and to civil society as such, but he locates a radical potential for liberation beyond humanism in the “social death” of Blackness.  In this session, we will critically discuss the possibilities and limits of humanism in the twenty-first century in light of these debates in Black studies.

16:30 -17:00: Beer and farewell



Lisa Guenther’s Lecture:

Primary readings:

Fanon, F. (1986) Black Skin, White Masks. Trans. Charles Lam Markmann. New York: Pluto Press.

(Focus on Introduction, Chapters 5 and 7, and Conclusion)

Fanon, F. (1963) The Wretched of the Earth. New York: Grove Press.

(Focus on Preface by Sartre, “On Violence,” and “On National Culture”)

Wynter, S. (2003), “Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, after Man, Its Overrepresentation — An Argument,” CR: The New Centennial Review 3:3, 257 – 337.

Wilderson III, F. B. (2010). “Introduction” and “The Ruse of Analogy,” Red, White & Black: Cinema and the Structure of U.S. Antagonisms. Durham, NC: Duke University Press


Secondary Readings:

Rodriguez, A. B. (2018). “Introduction: On Sylvia Wynter and the Urgency of a New Humanist Revolution in the Twenty-First Century.” American Quarterly 70:4.  

Ferreira da Silva, D. (2009) “No-Bodies: Law, Raciality and Violence.” Griffith Law Review 18:2, 212-236.

McKittrick, K. 2016). (ed.) Sylvia Wynter: On Human Being as Praxis. Durham, NC: Duke University Press.

Scott, D. (2000), “The Re-Enchantment of Humanism: An Interview with Sylvia Wynter.” Small Axe 8 (Sept. 2000), 119-207.

Wilderson III, F. B. (2003), “The Prison Slave as Hegemony’s Silent Scandal.” Social Justice 3:2, 18-27.

Wynter, S (1994). “No Humans Involved: An Open Letter to my Colleagues.” Forum N.H.I. Knowledge for the 21st Century 1:1, Knowledge on Trial.


Martin Hauberg-Lund Laugesen’s Lecture:

Primary readings:

Malm, A. (2018). The Progress of This Storm: Nature and Society in a Warming World. Verso, chapter 3

Malm, A. (2019). Against Hybridism: Why We Need to Distinguish between Nature and Society, Now More than Ever. In: Historical Materialism (27:2), pp. 156-187

Morton, T. (2017). Humankind: Solidarity with nonhuman people. Verso.

Secondary readings:

Malm, A. (2016). Who Lit This Fire?: Approaching the History of the Fossil Economy. In: Critical Historical Studies (Fall 2016), pp. 215-248

Malm, A. & Hornborg, A. (2014). The Geology of Mankind?: A Critique of the Anthropocene Narrative. In: The Anthropocene Review (1:1), pp. 62-69

Malm, A. (2019). Against Hybridism: Why We Need to Distinguish between Nature and Society, Now More than Ever. In: Historical Materialism (27:2), pp. 156-187

Meillassoux, Q. (2009). After Finitude: An Essay on the Necessity of Contingency. Continuum, pp. 1-10

Morton, T. (2017). Humankind: Solidarity with nonhuman people. Verso.

Morton, T. & Boyer, D. (2021). Hyposubjects: On becoming human. Open Humanities Press.

Morton, T. (2011). Here Comes Everything: The Promise of Object-Oriented Ontology. In: Qui Parle (19:2), pp. 163-190.


Jonna Bornemark’s lecture:

Primary readings:

Bornemark, J. (2018). “The Limits of Ratio: An Analysis of NPM in Sweden using Nicholas of Cusa’s Understanding of Reason” in Metric Culture: Ontologies of Self-Tracking Practices, ed. Btihaj Ajana, Emerald publishing.

Cusanus, N.  (1440) De docta ignorantia, In: Philosophische und theologische Schriften (pp. 51–169), Studienausgabe. Ed. and introduction by Eberhard Döring, German Translation by Anton Scharpff, Wiesbaden: Marix Verlag, 2005.

English translation: On Learned Ignorance (trans. Jasper Hopkins). Minneapolis: The Arthur J. Banning Press, 1989.

Cusanus, N.  (1441) De Coniecturis, In Philosophische und theologische Schriften (pp. 170–209). Studienausgabe, Ed. and introduction by Eberhard Döring, German Translation by Anton Scharpff, Wiesbaden: Marix Verlag, 2005

English translation: On Surmises by Jasper Hopkins, Minneapolis: The Arthur J. Banning Press, 2000.

Secondary readings:

Bornemark, J (2018). Det omätbaras renässans: en uppgörelse med pedanternas världsherravälde, Stockholm: Volante. (In Swedish)


Thomas Shcwarz Wentzer’s lecture:

Primary readings:

Schwarz Wentzer, T. & Mattingly, C. (2018): Toward a New Humanism. An Approach from Philosophical Anthropology, in: HAU. Journal of Ethnographic Theory. Vol. 8 (1-2). 144-157.

Chakarbarty, D. (2009): The Climate of History. Four Theses. In: Critical Inquiry 35 (Winter). 197-222. (available also in Chakarbarty, The Climate of History in a Planetary Age, Chicago. University of Chicago Press 2021).

Secondary readings:

Thomas, J. A., Williams, M & Zalasiewicz, J. (2020): “The Anthropos of the Anthropocene”, in: The Anthropocene. A Multidisciplinary Approach, 112-135. Cambridge: Polity Press.

Heidegger, M. (1947): Brief über den Humanismus. In: Wegmarken. Frankfurt a.M.: Klostermann 1976.


Johan Eriksson’s lecture:

Primary readings:

Gardner, S. (2000). Psychoanalysis and the personal/sub‐personal distinction, Philosophical Explorations, 3:1, 96-119.

Secondary readings:

Eriksson, J (2020). Psykoanalysens filosofi: En essä om psyke, vetenskap och klinisk praktik. Tankekraft förlag.


Alfred Sköld’s lecture:

Primary readings:

Butler, J (2005). An Account of Oneself. In: Butler, J (2005) Giving an Account of Oneself (pp. 3-41). Fordham University Press.

Lear, J. (2018). Wisdom Won from Illness. In: Wisdom Won from Illness – Essays in Philosophy and Psychoanalysis (pp. 11-30). Harvard University Press.

Sköld, A. (2021). Chapter 2: Life. In: Relationality and Finitude: A Social Ontology of Grief (pp. 51-89). PhD Dissertation. Aalborg University Press.

Secondary readings:

Hägglund, M. (2019). This Life – Secular Faith and Spiritual Freedom.

Ruin, H. (2018). Being with the Dead: Burial, Ancestral Politics, and the Roots of Historical Consciousness. Stanford University Press.

Sophocles (442/1 BC.) Antigone


Kurset henvender sig til ph.d.-studerende inden for skole og dagtilbud. Formålet er dels at klæde ph.d.-studerende på til at forstå de debatter der kører omkring pædagogik i DK samt at indgå i dem på en ordentlig, konstruktiv, saglig og videnskabelig måde, og dels at øge deres kendskab til problematikkerne omkring at anvende forskellige teoretiske/videnskabsteoretiske tilgange og forskellige metoder til at belyse de samme fænomener.

Mere præcist sigter kurset på at give de studerende:

Viden om

  • Tværfaglige tilgange til forskning og de videnskabsteoretiske problemstillinger knyttet hertil
  • Modeller for viden i tværfaglige sammenhænge, fx videnskabelig perspektivisme
  • Grundpositioner i den pædagogiske debat. Hvad er pædagogik, hvad er videnskab, hvad er politik og hvordan smelter de sammen?
  • Begreber som evidens og mixed methods.

Færdigheder i

  • At formidle tværfaglige problemstillinger
  • At belyse pædagogiske projekter og initiativer fra forskellige perspektiver
  • At navigere egen forskning i krydsfeltet mellem videnskab og politik

Kompetencer til

  • Tværfaglig analyse af pædagogiske og skolepolitiske problemstillinger

  • At deltage i videnskabelige og politiske debatter omkring det pædagogiske område
  • Videnskabsteoretisk begrundelse for og kritisk stillingtagen til konkrete projekter i form af indsatser eller undersøgelser

Da kurset i princippet er relevant for alle inden for uddannelse, læring og pædagogik vil en afledt effekt være at ph.d.-studerende inden for skole/pædagogik/uddannelsesforskning lærer hinanden at kende på tværs af adresser og miljøer.

ECTS: 3, 1 for synopsis

Dato: 10-12 august 2022
Adresse: Kroghstræde 3, 9220 Aalborg
Max antal deltagere: 14

Kontaktperson: PhD sekretær Jeanette Arboe,

Deltagelse i ph.d.-kurset er gratis. Dog er der indført et no-show-fee på 500kr for udeblivelse eller afbud efter 1. august 2022

Course description, incl. learning objectives and prerequisites:

Discourse studies is becoming increasingly valuable across a range of research areas. This PhD course invites students to participate in three days of conversations about the interdisciplinary field of discourse studies with attention to different approaches and methodologies to consider for your PhD studies and beyond. 

Guided by four faculty with experience doing research using discourse approaches, the aim of the course is to help students develop their own approaches to discourse that support their unique interests or areas of study.

This course will consist of three days of discussions with the time and space necessary for students to develop their own ideas, talk with fellow PhD students, and receive mentoring from the faculty co-teaching the course:

Day 1 

–       The course will begin with a joint discussion among the faculty co-instructors about the field of discourse studies. While discussing their own experiences with discourse perspectives, we will discuss core concepts, philosophical assumptions, and conceptual grounding. 

–       The sessions will continue with discussions focused on Critical Discourse Analysis and Organizational Discourse Studies 

–       Guided by the instructors, the afternoon will be open for students to explore readings, collaborate with fellow PhD students, and reflect on how the day’s discussion might influence their own studies and consider revising their approach to discourse.

Day 2 

–       The course will continue with talks about discourse approaches attending to Critical/Ethnographic Approaches and Nexus Analysis. 

–       The day will conclude with a joint discussion among the co-instructors and students summarizing and contemplating the key ideas and reflecting on how ideas might be best incorporated into students’ own work. 

–       Guided by the instructors, the afternoon will be open for students to explore readings, collaborate with fellow PhD students, and reflect on how the day’s discussion might influence their own studies and consider revising their approach to discourse.

Day 3 

–       The final day of the course is dedicated to small workshop-style sessions among students guided by the instructors. Students will be asked to reflect on their (possible) approach to discourse studies and refine and/or (re)design their methods to best examine their particular topics or problems of interest. 

–       The aim of the session is for students to leave the course with new methods for discourse studies and confident in their approach to discourse as being useful to accomplish their desired research goals. 

–       The course will conclude with a reflective group discussion among the co-instructors and the students recapping the ideas for the course and inviting continued discussions.

There will be two prerequisites for the course:

 ·        Students must read all literature on the reading plan (in English).

·        Students must submit a 5 to 8-page paper (in English) detailing the student’s interest in Discourse Approaches. This paper would describe the student’s problem/research question(s) and include a brief review of relevant literature, and a description of the student’s proposed discursive approach to gain insights into their problem/research question(s). We welcome students offering a preview of their PhD proposal/work.

The language of the course will be English.


Associate Professor John McClellan

Associate Professor Lise-Lotte Holmgreen

Associate Professor Ann Starbæk Bager, SDU

Associate Professor NN


Welcome to Love Your Data Fall (SSH) (2022)


Karsten Kryger Hansen, CLAAUDIA (

Karsten Kryger Hansen
Diba Terese Markus
Carina Ollerup Christensen


Workshop #1: 17 November 2022 09:00-12:00
Workshop #2: 1 December 2022 09:00-12:00

Place: Aalborg University 

Number of seats:

27 October 2022


The course is for PhD students in the first half of their PhD programme. AAU wants to increase the awareness on good data handling practises and compliance with laws and regulations. The course objective is thus to promote good research practises by helping the participant make informed choices in relation to planning and executing research processes such as data collecting, data analysis, data storing and sharing. 

The course will take a closer look at what constitutes research data and introduces data handling methods and practises. The course consists of two half-day workshops aimed at supporting the individual PhD student in planning the data handling that is inherent to the PhD project. 

15 – 16 hours of homework drafting a data management plan (DMP) is to be expected between 1st and 2nd workshop. At sign-up, participants will be enrolled in both workshops, and attendance at both are required. 

Programme workshop #1 - 10 May 2022 09:00-12:00

Welcome and introduction to the course LOVE YOUR DATA
Presentation #1: What is data? Identifying data sets
Presentation #2: Data types, platformsstakeholders, good data practices
Presentation #3: FAIR principles (making data that is Findable, Accessible, Interoperable and Reusable), data viewed in the light of FAIR, data flow methods
Presentation/exercises: Planning and drawing up a DMP, templates for DMPs
Exercise and groupwork: Planning and drawing up a DMP

Programme workshop #2 - 24 May 2022 09:00-12:00  2022

Welcome and status on homework wrt. participants DMPs
Presentation #4: Recap from workshop #1archivingopen data
Exercise and groupwork - theme #1
Exercise and groupwork - theme #2
Exercise and work in plenum - theme #3
Closing, including the option of individual follow up arrangements 

Litterature (optional):
A FAIRytale - a fun introduction to the FAIR principles (30 minutes read)



Karsten Kryger Hansen
Diba Terese Markus
Carina Ollerup Christensen


Workshop #1: 10 May 2022 09:00-12:00
Workshop #2: 24 May 2022 09:00-12:00

Physical attendance: Aalborg campus, AAU library, KST3-4.129 (Shakespeare)
Virtual attendance:
Please let us know if plan on attending via Zoom.

Number of seats:

19 April 2022

  • Description:

    This course on feminist methodologies addresses both those explicitly employing a poststructuralist feminist methodology, but also those simply curious about how such an approach may inform concrete fieldwork. The target group for the course includes both those about to do fieldwork and those who would like to engage in further reflection on the outcome of already accomplished fieldwork.

    The starting point for thinking in terms of feminist methodology is that as researchers we can never be simply ‘flies on the wall’ during fieldwork. Accepting this as a premise for doing fieldwork, how can such consciousness about our own position in the field be thought into our research design, analyses, and the entire research process?

    We wish to engage with PhD students who are producing/have produced qualitative material (e.g. in the form of interviews, observations, ethnographic field work etc.) and discuss how this aspect of their PhD work relates to their theoretical framework. Wishing to establish the link between the concrete fieldwork and more abstract theoretical and methodological assumptions, the course takes its starting point in two questions:1) What was/is my own position vis-à-vis my research participants in my own concrete fieldwork? 2) How do my methodological reflections establish the premises for producing qualitative material?

    NB: The course takes place immediately prior to the Danish Gender Research conference in Copenhagen on August 18-19th 2022:

  • Organizer
    :Marlene Spanger and Helene Pristed Nielsen, both from Department of Politics and Society at Aalborg University

  • Lecturers:

    Clare Hemmings, professor of Feminist Theory, London School of Economics will teach together with the course coordinators Marlene Spanger and Helene Pristed Nielsen, both from Department of Politics and Society at Aalborg University

  • ECTS: 

    Participation and preparation for the workshop (reading + pre-reflection paper): 2 ECTS

    Submission of post-reflection paper: +1 ECTS

  • Time:
    17th August 2022

  • Place:
    Aalborg University, Sydhavnen Campus, A.C. Meyers Vænge 15, Copenhagen

  • City:

  • Number of seats: 25

  • Deadlines:

    Application deadline:  June 1st 2022

    Please note that to participate, you will need to send a 2-3 page ‘pre-reflection paper’ outlining initial ideas for answering our questions “1) What was/is my own position vis-à-vis my research participants in my own concrete fieldwork? 2) How do my methodological reflections establish the premises for producing qualitative material?” to Deadline for this is August 1st 2022

  • Contact:
    f you have questions please contact program secretary Marianne Høgsbro:

  • Participatiom fee: Free of charge

    If you have questions. please contact Marianne Høgsbro:

    If you are from outside Aalborg University and you wish to enroll in one of our PhD courses, you must create a profile. This is done by clicking on “
    create new account” and filling out the form.

    The course is fully booked, please contact Marianne Høgsbro if you wish to be added to the waiting list.

Welcome to The Michel Foucault Toolbox


Michel Foucault (1924-1984) repeatedly stated that he wished his work to be used as a toolbox over which he wanted no control. Taking him on his word, this workshop will introduce a number of key concepts of his philosophy and explore how they can be put to use in individual projects and explorations. Therefore, the participants’ projects will partly define the outline of the course.

Dag Heede will begin by giving a brief introduction that outlines the body of Foucault’s oeuvre beginning with the large 1960 volume Histoire de la folie (Madness and Civilization), which became an important tool in the anti-psychiatry movement. Then the he and the participants will discuss the ”structuralist” phase with Foucault’s critique of medicine, La naissance de la clinique (The birth of the clinic), the critique of the humanities and the notion of man, Les mots et les choses (The order of things) and the critique of language, L’archéologie de savoir (The archeology of knowledge). From there the focus will be on the famous and highly influential critiques of power in Surveiller et punir (Discipline and punish) and the first volume of the Histoire de la sexualité (The history of sexuality), La volonté de savoir (The will to know). Finally the course will discuss the last two volumes, L’Usage des plaisirs (The Uses of pleasure) and Le souci de soi (The care of the self) plus the posthumously published Les aveux de la chair (The confessions of the flesh) and the ”activist” writings in the four volume publication, Dits et Écrits.

Depending on the research interests of the participants the group can discuss Foucault’s influence on pedagogy, sociology, political science, discourse analysis, governmentality studies, postcolonialism, deconstruction, feminism and queer theory.

The language of the course will be English.

Organizer: Sophie Gulstad

Lecturers: Dag Heede


Time: 09.00-16.00

Place: Kroghstræde 3, 9220 Aalborg

Number of seats: 20

Deadline for registration: 16. february 2022.
Deadline for paper: 26 February 2022

If there, in case of any COVID-19 restrictions at that time, the course will be moved to later this spring as a online course.

Aktionsforskning omfatter i dag en mangfoldighed af projekter i en lang række felter som uddannelse, socialt arbejde, sundhedsområdet, plejesektoren og mange andre, og der bedrives aktionsforskning i både offentlige og private virksomheder. Aktionsforskning ses også associeret med så forskelligartede begreber som innovation, samskabelse, capacity building, læring, ledelse og organisation for blot at nævne nogle få. Men hvad betyder den store vækst i antallet af aktionsforskningsprojekter, og hvilke konsekvenser har det haft – og kan det få – at aktionsforskning er blevet så udbredt? Væksten har først og fremmest betydet, at der er en stor energi omkring fænomenet aktionsforskning, og dernæst, at der samtidig opstår en vid forgrening, tilpasning og mainstreaming af aktionsforskningens udgangspunkt. Det kan for “den unge aktionsforsker” opleves som både modstridende og problematisk, især med hensyn til forholdet mellem viden, kundskab, teori, metode og handling.

Tre lektorer med viden om og erfaring i aktionsforskning vil være til stede under hele forløbet samt holde oplæg med hver deres perspektiv på aktionsforskning, således at der både under oplæg og i gruppearbejde sikres sammenhæng i kurset. Den internationalt anerkendte aktionsforsker Hilary Bradbury holder en online keynote på kurset.

Formålet med kurset er at videregive viden om og erfaring med aktionsforskning til Ph.d.-studerende, der anvender aktionsforskning eller lignende ændringsorienterede tilgange i deres Ph.d.-projekt.

Det er endvidere formålet at skabe et forum, hvor forskning, der fremmer tilstræbte forandringsprocesser i de Ph.d.-studerendes projekter, kan fremlægges og diskuteres.

Læringsmål med kurset:

Den ph.d.-studerende tilegner sig viden om og forståelse for aktionsforskningens mangfoldighed i et moderne og historisk perspektiv

Den ph.d.-studerende får udvidet de metodologiske og metodiske handlemuligheder i eget ph.d.-projekt

Den ph.d.-studerende får inspiration til perspektiver på eget ph.d.-projekt

Søren Frimann, lektor, Institut for Kultur og Læring
Julie Borup Jensen, lektor, Institut for Kultur og Læring
Lone Hersted, lektor, Institut for Kultur og Læring
Hilary Bradbury, professor, Ph.D., ActionResearchPlus (online)

ECTS: 2 for deltagelse, og 1 ECTS for paperfremlæggelse

Dato og tid: 15-16. marts fra kl 09.00-17.00

Sted: Kroghstræde 3, 9220 Aalborg

Max antal pladser: 12-15

Deadline for registrering: 16. februar 2022
Deadline for abstract: 1. marts 2022. Der er ikke krav om fuld paper.

Welcome to Productive Writing (2022) - Online course


PhD course where you can build writing competence and establish an efficient and collective writing practice. 

  • Take control over their writing process
  • Use basic writing tools to write efficiently
  • Share challenges and support each other
  • Build a collective writing community at AAU

Course structure & content

The course is structured as 5 workshops (9.00-12.00). At each workshop, new tools and approaches will be introduced and others will be repeated. Participants write individually for at least 1,5 hours (2X45 minutes) followed by reflections on the writing process in groups. Between the modules participants write reflections and read each other’s reflections. Themes and tools that will be taken up are:

  • Writing goals - how to make them specific
  • Speed writing and how to use it
  • Distinguish between different phases in the writing process
  • Utilise smaller spans of time for writing and thereby keep the writing process going
  • How to tell the good story and make it into a scientific article
  • Different ways to give feedback
  • Work styles, to make realistic plans and to create a writing group

One month after the last workshop participants hand in a 2-page paper reflecting on their writing process and how they have changed their writing practice.

Background literature

Gardiner, M. & Kearns, H. (2012), The ABCDE of Writing: Coaching high-quality high-quantity writing, International Coaching Psychology Review, Vol. 7 No 2, (opens in firefox).

C. Aitchinson & C. Guerin (Ed.) (2014), Writing Groups for Doctoral Education and Beyond, Routledge.

Organizer: The Doctoral School of Social Sciences and Humanities, AAU.

Lecturers: Mirjam Godskesen,, mobile +45 6166 7239

ECTS: Participants get 2 ECTS point for participating. To get the points participants need to attend 4 out of 5 workshops and hand in the reflection paper.

Time: 25/4, 2/5, 16/5, 30/5 and 13/6


Zip code:


Number of seats: 25

Deadline: 4 April 2022

Welcome to Academic Information Searching - Methods, Sources and Documentation (HUM/SAMF) 2022

Description: The objective of this course is to provide an understanding of the various aspects that are important when searching for literature as part of your PhD.

We recommend that you take this course in the beginning of your PhD.

The course covers these areas:

  • Structured literature search – How to apply a structured method to prepare and carry out your search e.g. for a literature review
  • Evaluating and organising your search - How to prepare and apply relevant criteria for assessing and documenting the search results. How reference management tools can facilitate the process of organising search results
  • Other perspectives on searching – How to use text mining, citation search and other tools to find relevant literature

The course is a “toolbox for research”-course with a mix of presentations and hands-on activities, either individually focusing on your own PhD-project or in small groups with a shared focus. Remember to bring your computer.

Preparation prior to the course: Please read the articles on the reading list (in the folder "Course Documents"). 

Assignments: There will be both class activities and a home assignment. The home assignment will be introduced during the course. You are required to complete the assignment after the course and hand it in by a specific date, usually a week later.

Accommodation: There will be coffee and tea during the day. You will have to bring your own lunch. Alternatively, you can buy food at the canteen at Kroghstræde 3.

Course language: English

Organizers: Louise Thomsen, M.Li.Sc. e-mail: 

Lecturers: Helle Brink, M.Li.Sc. e-mail:, Gitte Thomsen M.Li.Sc. e-mail: and Louise Thomsen, M.Li.Sc. e-mail: 


Time: March 24, 2022


Zip code: 

City: Aalborg

Number of seats: 20

Deadline: March 3, 2022

Important information concerning PhD courses: We have over some time experienced problems with no-show for both project and general courses. It has now reached a point where we are forced to take action. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 3.000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start. This can hopefully also provide new students a chance to register for courses during the year. We look forward to your registrations.

  • Description:

Many PhD students use sources that in one way or another contain narratives. This can be in interviews (with children, young people or adults; social movement activists; political leaders; etc.), as well as political documents and newspaper articles, digital narratives on social media, or archival data. We can also find narratives in art, museum exhibitions, films and TV-series.  Narratives are a way of making sense of the world around us.

 Narratives are located at different analytical levels: from the macro level related to for instance migration and gender regimes and the constructions of national identities and belonging; over the meso level focusing on organizations, voluntary associations and social movements to the micro level anchored in personal experiences, peoples everyday life and life courses. However most importantly, the narrative perspective is an analytical tool that can create interconnection between these levels. This means that although focus is on individual people’s life stories these stories are also sources of knowledge about collective memories and major social changes.

 Narratives produce meaning, articulate intentions and legitimize actions. The choice of different elements in a particular narrative reveals much about the teller of the narrative.  This includes that not everything is tellable – or possible to tell. Narratives are a form of communication and there are power relations at play between those who tell and those who listen, read or watch. This makes that the context in which for example autobiographical narratives are told by an interviewee to an interviewer can potentially include elements that can be difficult to tell. Here we can think of narratives about sexual violence or racism, bullying or other narratives that concern inequalities and injustices. Another example concerns collective narratives by social movement activists and the ways in which these are marginalized in the public sphere or on the political agendas of politicians or other powerful actors. Also in this case is not everything tellable. Individual and collective narratives relate to each other and narratives can be hegemonic, counter-hegemonic and/or marginalized in narrative struggles. 

Power relations in narrative struggles are especially important when considering narratives about memories of inequalities and in injustices relating to sexism, racism and other forms of discrimination. Recent mobilizations such as those relating to Black Lives Matter or #MeToo have for example raised political and social concerns over memories of colonialism, racism and sexism. Recent research in amongst others gender studies, memory studies, political science and sociology have pointed out the importance of intersectional and transnational approaches to the study of narratives of memories.  

The objective of the course is to give the PhD students skills in using different analytical approaches and methods to narrative analyses, including biographical narrative methods and strategic narrative methods (in the study of political communication), as well as in using intersectional and transnational approaches. Another aim is to provide knowledge in theories on memories, in specific as this concerns recent research on transnational memory politics and the nexus between memories and activism.

  • Organizers:

    Ann Dorte Christensen, Professor, Department of Sociology and Social Work, Aalborg University.

    Pauline Stoltz, Associate Professor, Department of Politics and Society, Aalborg University.

  • Keynotes: 

    Ann Phoenix - Professor of Psychosocial studies at the Thomas Coram Research Unit, Social Research Institute at University College London Institute of Education, London, UK. 

    Anna Reading - Professor of Culture and Creative Industries, Director of the Arts and Humanities Research Institute at King’s College London, London, UK.


    Ann-Dorte Christensen - Professor Department of Sociology and Social Work, Aalborg University, Denmark

    Pauline Stoltz - Associate Professor Department of Politics and Society, Freia Center for Gender Research, Aalborg University, Denmark

  • ECTS: 

    2 ECTS points for participation in the course
    4 ECTS points for participation with a written paper

  • Time: 25-27 April 2022

  • Place: Aalborg University

  • Zip code: 9220

  • City: Aalborg

  • Number of seats: 16
  • Registration deadline: 1st March 2022
  • Paper:

Participants who want to receive 4 ECTS are requested to submit a paper of approximately 8-10 pages, in which they present and discuss narrative elements relevant for their PhD project. This should include reflections about the challenges and ambitions that relate to the analysis or general use of a narrative approach.

Classes will consist of lectures and keynotes which will address the readings of the PhD course. The teachers will combine this with dialogues in plenum. Participants who have handed in papers will receive feedback on these from lecturers and keynotes. The course covers three days, which each will have their own theme.

If you want to submit a paper abstract, it must be included in the registration (max 300 words.

  • Paper deadline: 4 April
  • Participation fee
Free of charge for PhD students enrolled at Aalborg University. If you are not enrolled at Aalborg University, there is a participation fee of 550 DKK (incl VAT). The fee covers coffee, water and lunch for three days during the course. Participants must themselves pay for dinners, travel costs and accommodation.

Further information about the course can be directed to: Professor Ann-Dorte Christensen, or Associate Professor Pauline Stoltz, For practical information please contact Marianne Høgsbro:

If you are from outside Aalborg University and you wish to enroll in one of our PhD courses, you must create a profile. This is done by clicking on “
create new account” and filling out the form.

Welcome to Developing your research design


The aim of this course is to offer participants an opportunity to qualify their Ph.D.-project design within sociology. We do this in sessions where course participants present and reflect upon their research plan, while receiving feedback from other Ph.D.-students and from experienced Ph.D.-supervisors. Another aim of the course is to discuss general topics such as thesis form (monograph or articles), thesis quality demands, and writing and publication of articles.

The course targets Ph.D.-students in the first phase of their thesis work (within their first year).

  • Organizer: 
  • Lars Skov Henriksen and Annick Prieur, Department of Sociology and Social Work, Aalborg University

  • Lecturers:

    Lars Skov Henriksen and Annick Prieur, Department of Sociology and Social Work, Aalborg University

  • ECTS: 2

  • Time: 26-27 January 2022

  • Place: Aalborg University

  • Zip code: 9220

  • City: Aalborg

  • Number of seats: 10 (only PhD fellows enrolled at the PhD program at Department of Sociology and Social Work

  • Deadline: 10 January 2022

If you have questions, you are welcome to contact Marianne Høgsbro:

The PhD course is fully booked. If you wish to be added to the waitinglist, please contact Marianne Høgsbro:

Course description, incl. learning objectives and prerequisite

Form and content are linked in academic writing. Thus, structure, coherence, and flow are important elements that support the quality of a PhD dissertation. The ’academic craft’ involves systematic reflection and choice about focus, research question, unit of analysis, theory and concepts, philosophy of science approach, design, methods, ethics, and analysis. However, the academic craft is also demonstrated through how those choices are presented and argued for in writing and through one’s capacity to develop a text in which these choices and their consequences are clearly presented and reflected upon. This work starts in the beginning of the PhD process and lasts until the defense. The course is therefor designed to be useful to PhD students at any stage of the process.

The Purpose of the PhD course is to focus on the academic craft that is needed to write and edit the constitutive parts of a dissertation so that these parts join to form a structured and coherent academic text of high quality where the boundary conditions and contributions of the dissertation are clearly presented and discussed. During the course lectures, exercises, and shared discussions we will expand participants’ ’toolbox’ and experience with making the necessary decisions about and in their writing.

The course material draws on research into academic writing, especially regarding clarity, concepts/constructs, form-content relationships, the role of theory, context, quality criteria (e.g., reliability, coherence, transparency, and analytical generalizability). It is also a very practical course with a strong focus on participants’ own PhD project and writing, with exercises and time for writing

LecturersNinna Meier and Caitlin McMullen, Aalborg University


Date: 5-7/4 2022

Aalborg University, Campus Copenhagen

City: Copenhagen

Number of seats: 16

Participation deadline: 5th March 2022

Paper deadline: 
22 March 2022 (max 10 pages)

Participatiom fee: Free of charge for PhD students enrolled at Aalborg University. If you are not enrolled at Aalborg University, you need to pay 550 DKK. 

If you have questions. please contact Marianne Høgsbro:

If you are from outside Aalborg University and you wish to enroll in one of our PhD courses, you must create a profile. This is done by clicking on “
create new account” and filling out the form.

Velkommen til "Skriv PHD afhandlingens 'kappe': Struktur, sammenhæng, kvalitetskriterier, og bidrag"

Kurset er fuldt booket, hvis du ønsker at komme på venteliste, så kontakt Marianne Høgsbro:


I akademisk skrivning hænger form og indhold sammen. Derfor er elementer som struktur, sammenhæng og rød tråd vigtige for kvaliteten af den tekst, som formidler forskningsaktiviteterne og de resultater, som den ph.d. studerende producerer. Det, vi kan kalde ’det akademiske håndværk’ handler ikke kun om systematisk refleksion angående fokus, forskningsspørgsmål, analyseenhed, teori og begreber, videnskabsteori, design, metode og etik, samt analyseproces. Kvaliteten af håndværket handler i høj grad også om skriftligt at argumentere for de valg, som man tager eller har taget desangående og at opbygge en tekst, hvor disse valg og deres konsekvenser er tydelige i indhold og struktur.

Dette arbejde starter tidligt i processen og pågår kontinuerligt i løbet af en ph.d. proces. Kurset er derfor designet til at deltagere kan få glæde af oplæg, øvelser og pensum uanset hvor de er i ph.d. forløbet.

Formålet med ph.d. kurset er at sætte fokus på det akademiske håndværk, der skal til for at skrive og redigere en afhandlings elementer, så de ved afhandlingens færdiggørelse fremstår som en struktureret, sammenhængende tekst af høj kvalitet, hvor resultaternes gyldighedsbetingelser og bidrag er tydeligt præsenteret. På kursets tre dage arbejder vi med dette gennem forelæsninger, konkrete øvelser, og fælles diskussioner med henblik på at opbygge og udvide deltagernes ’værkstøjkasse’.

Kurset bygger på nyeste forskning i akademisk skrivning, særligt angående klarhed, struktur, form-indhold relationen, kvalitetskriterier som reliabilitet, kohærens, transparens, og analytisk generaliserbarhed. Samtidig er det et praktisk kursus, hvor deltagerne arbejder konkret med deres egen tekst i forhold til kursets emner.

Kursusdeltagerne skal indsende et 10 siders paper hvori de præsenterer deres eget arbejde i relation til kursets nøglebegreber, samt reflekterer over hvad deres skrivemæssige udfordringer og ambitioner er i relation hertil.

Kursussted: Aalborg Universitet, Aalborg. Kroghstræde 3, seminarrum 5.130 (Finsen), 9220 Aalborg Øst

Dato: 31/1-2/2 2022

Undervisere: Ninna Meier og Charlotte Wegener, Aalborg Universitet


Antal deltagere: 16 først til mølle princippet

Deadlines: for tilmelding: 3. januar 2021. Paper deadline: 17. januar 2022. Der skal indleveres et paper på max 10 sider.

Hvis du har spørgsmål er du velkommen til at kontakte Marianne Høgsbro: