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Publisher: Aarhus Universitet   (Total: 26 journals)   [Sort by number of followers]

Showing 1 - 26 of 26 Journals sorted alphabetically
Brasiliana - J. for Brazilian Studies     Open Access   (Followers: 1)
Communication & Language at Work     Open Access   (Followers: 9)
DAIMI Report Series     Open Access  
Den Gamle By : Danmarks Købstadmuseum (Årbog)     Open Access  
Globe : A J. of Language, Culture and Communication     Open Access   (Followers: 4)
HERMES - J. of Language and Communication in Business     Open Access   (Followers: 1, SJR: 0.66, CiteScore: 1)
J. of Organizational Knowledge Communication     Open Access   (Followers: 5)
K&K : Kultur og Klasse     Open Access   (Followers: 3)
Klart språk i Norden     Open Access  
Language at Work - Bridging Theory and Practice     Open Access   (Followers: 1)
Mathematica Scandinavica     Open Access   (Followers: 1, SJR: 0.442, CiteScore: 0)
NyS, Nydanske Sprogstudier     Open Access   (Followers: 1, SJR: 0.137, CiteScore: 0)
OJS på dansk     Open Access   (Followers: 2)
Outlines. Critical Practice Studies     Open Access   (Followers: 1)
Peripeti     Open Access   (Followers: 2)
Proceedings of Pragmatic Constructivism     Open Access   (Followers: 1)
Proceedings of the Danish Institute at Athens     Open Access   (Followers: 2)
Psyke & Logos     Open Access   (Followers: 3)
Religionsvidenskabeligt Tidsskrift     Open Access   (Followers: 4, SJR: 0.101, CiteScore: 0)
Slagmark - Tidsskrift for idéhistorie     Open Access   (Followers: 4)
SoundEffects - An Interdisciplinary J. of Sound and Sound Experience     Open Access   (Followers: 2)
Sprog i Norden     Open Access  
Technical Report Civil and Architectural Engineering     Open Access   (Followers: 1)
Technical Report Electronics and Computer Engineering     Open Access  
Technical Reports Mechanical Engineering     Open Access   (Followers: 4)
temp - tidsskrift for historie     Full-text available via subscription  
Journal Cover
Outlines. Critical Practice Studies
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1399-5510 - ISSN (Online) 1904-0210
Published by Aarhus Universitet Homepage  [26 journals]
  • Editorial

    • Authors: Pernille Hviid
      Pages: 1 - 4
      PubDate: 2017-04-20
      Issue No: Vol. 18, No. 1 (2017)
  • Who gets involved with what' A discourse analysis of gender and
           caregiving in everyday family life with depression

    • Authors: Jeppe Oute, Lotte Huniche
      Pages: 05 - 27
      Abstract: The recent process of deinstitutionalization of the psychiatric treatment system, in both Denmark and other European countries, has relied heavily on the involvement in treatment and recovery of cohabitant relatives of diagnosed people. However, political objectives regarding depression and involvement rely on a limited body of knowledge about people’s ways of managing illness-related problems in everyday life. Drawing on a discursive notion of gender laid out by Raewyn Connell, the aim of the article is to elucidate how the involvement of relatives is guided by an extra- individual rationale about gender and caregiving, and how this gendered discourse might frame different challenges and burdens, depending on the gender of the diagnosed person and the cohabitant relative. Drawn from a larger, multisited field study on involvement processes in Danish psychiatry, the article is based on field notes and 21 interviews with seven heterosexual couples. The analysis shows that gender works as a decisive premise for the division of caregiving labour among the couples, and clarifies how the couples’ gendered institution is disrupted after the onset of depression. The article argues that gender-blind involvement strategies could produce divergent treatment outcomes and varying social effects in relation to couples’ everyday family lives. 
      PubDate: 2017-04-20
      Issue No: Vol. 18, No. 1 (2017)
  • What is Critique' Critical Turns in the Age of Criticism

    • Authors: Sverre Raffnsøe
      Pages: 28 - 60
      Abstract: Since the Enlightenment, critique has played an overarching role in how Western society understands itself and its basic institutions. However, opinions differ widely concerning the understanding and evaluation of critique. To understand such differences and clarify a viable understanding of critique, the article turns to Kant’s critical philosophy, inaugurating the “age of criticism”. While generalizing and making critique unavoidable, Kant coins an unambiguously positive understanding of critique as an affirmative, immanent activity. Not only does this positive conception prevail in the critique of pure and practical reason and the critique of judgment; these modalities of critique set the agenda for three major strands of critique in contemporary thought, culminating in among others Husserl, Popper, Habermas, Honneth, and Foucault. Critique affirms and challenges cognition and its rationality, formulates ethical ideals that regulate social interaction, and further articulates normative guidelines underway in the ongoing experimentations of a post-natural history of human nature.In contradistinction to esoteric Platonic theory, philosophy at the threshold of modernity becomes closely linked to an outward-looking critique that examines and pictures what human forms of life are in the process of making of themselves and challenges them, by reflecting upon what they can and what they should make of themselves. As a very widely diffused practice, however, critique may also become a self-affirming overarching end in itself.
      PubDate: 2017-04-20
      Issue No: Vol. 18, No. 1 (2017)
  • School Involvement: Refugee Parents’ Narrated Contribution to their
           Children’s Education while Resettled in Norway

    • Authors: Kari Bergset
      Pages: 61 - 80
      Abstract: In the majority of research, resettled immigrant and refugee parents are often considered to be less involved with their children’s schooling than majority parents. This study challenges such research positions, based on narrative interviews about parenting in exile conducted with refugee parents resettled in Norway. Cultural psychology and positioning theory have inspired the analyses. The choice of methodology and conceptualisations have brought forth a rich vein of material, which illuminated agency and active positions in the parents’ narratives about involvement with their children’s education. Involvement narratives of success achieved by parents taking action are presented as well as narratives of thwarted agency. Parents’ narrated action includes also involvement outside officialdom, such as informal contact with teachers. It is assumed that the latter involvement forms have become invisible in the majority of earlier research on refugee parents’ school involvement due to methodological choices, and may have contributed to deficit positioning of refugee parents as passive in school involvement. This article’s agency narratives form a sharp contrast to such deficit positioning. 
      PubDate: 2017-04-20
      Issue No: Vol. 18, No. 1 (2017)
  • “You Learn How to Write from Doing the Writing, But You Also Learn the
           Subject and the Ways of Reasoning”

    • Authors: Anne Line Wittek, Tone Dyrdal Solbrekke, Kristin Helstad
      Pages: 81 - 108
      Abstract: The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning' To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. First, the writing process should in- clude responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers. 
      PubDate: 2017-04-20
      Issue No: Vol. 18, No. 1 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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