Nanna Jordt Jørgensen
Biographic Data
| ID | 4142829 |
|---|---|
| NAME | Nanna Jordt Jørgensen |
| GIVEN NAMES | Nanna Jordt |
| FAMILY NAME | Jørgensen |
| SIGNATURE | JØRGENSEN N J |
| AFFILIATIONS | University College Copenhagen |
| ORCID | 0000-0002-6760-1658 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Atmospheres of curiosity in early childhood nature and science education
This article contributes to research on practice in socially inclusive early childhood nature and science education by discussing the concept of curiosity. Based on ethnographic research and research dialogues with early childhood educators, we call for attention to educational ways of approaching curiosity, a key value within nature and science education, that go beyond focusing on individual motivations for learning. Exploring curiosity with in…
Wild Pedagogies in Early Childhood Education in Denmark Change Processes and Pedagogical Dilemmas
This article explores and discusses the change processes and pedagogical dilemmas ignited by introducing wild pedagogies to pedagogical employees in Danish early childhood institutions. By analysing experiments aimed at developing new play and learning environments, carried out as part of a large design-based research project, we discuss how existing “roots” of early childhood education in Denmark provide a fertile soil for the introduction of wi…
Early childhood education for sustainable development in the Nordic national curricula
This study explores how early childhood education for sustainability (ECEfS) is directly framed in the Nordic curriculum. The study’s theoretical background builds on theories and research viewing ECEfS as a comprehensive approach which integrates the three pillars of sustainability. To explore the status of ECEfS, Nordic curricula were analysed using qualitative content analysis, specifically examining sustainability concepts and the contexts of…
We also need to exist somehow’ – families negotiating everyday ethics during Covid-19 in Denmark
In this article, we explore everyday ethical concerns associated with the Covid-19 lockdowns of Danish society as experienced by members of Danish middle-class families with one or more children living at home. Combining family theory with anthropological perspectives on ethics and morality, we discuss the pandemic’s ethical implications with a focus on the accentuation of family obligations and shared family practices during a societal crisis, a…
Intersections and collaborative potentials between global citizenship education and education for sustainable development
This article examines intersecting agendas and concerns in global citizenship education (GCE) and education for sustainable development (ESD) in the face of current global crises and pressures. While it cannot be assumed that the two educational projects automatically converge, generative and promising overlaps emerge from the shared interest in the SDG 4.7 education target. The article elaborates on a conversation emerging from the Bridge47 Know…
Sustainability education and social inclusion in Nordic early childhood education
This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability ed…
Painting trees in the wind
In this article, we explore new materialist ‘common world’ approaches to early childhood environmental and sustainability education and the ambition of these approaches to challenge social–material and nature–culture dichotomies often taken for granted in Western education systems. Firstly, we point out the socio-cultural inequalities inherent in taken-for-granted approaches to children and nature in Denmark, and argue that attention to children’…
Waste in education
This article explores how waste materials and waste practices figure in education, pointing to educational potentials of waste which have hitherto received little consideration in environmental and sustainability education practice and research. Building on empirical research on waste education in Danish schools and preschools, we discuss how an empirical and theoretical focus on waste as material and on waste practices moves beyond conventional …
Havearbejde
Ten years after democratization, the township areas surrounding South African cities are still dominated by poverty and unemployment. For most township inhabitants, wage employment is not an option, and they engage in numerous activities to provide their families with the daily bread. One of these activities is the cultivation of vegetables in community gardens. In Port Elizabeth, community garden projects have received support from a number of d…
Painting trees in the wind
In this article, we explore new materialist ‘common world’ approaches to early childhood environmental and sustainability education and the ambition of these approaches to challenge social–material and nature–culture dichotomies often taken for granted in Western education systems. Firstly, we point out the socio-cultural inequalities inherent in taken-for-granted approaches to children and nature in Denmark, and argue that attention to children’…
Intersections and collaborative potentials between global citizenship education and education for sustainable development
This article examines intersecting agendas and concerns in global citizenship education (GCE) and education for sustainable development (ESD) in the face of current global crises and pressures. While it cannot be assumed that the two educational projects automatically converge, generative and promising overlaps emerge from the shared interest in the SDG 4.7 education target. The article elaborates on a conversation emerging from the Bridge47 Know…
Waste in education
This article explores how waste materials and waste practices figure in education, pointing to educational potentials of waste which have hitherto received little consideration in environmental and sustainability education practice and research. Building on empirical research on waste education in Danish schools and preschools, we discuss how an empirical and theoretical focus on waste as material and on waste practices moves beyond conventional …
We also need to exist somehow’ – families negotiating everyday ethics during Covid-19 in Denmark
In this article, we explore everyday ethical concerns associated with the Covid-19 lockdowns of Danish society as experienced by members of Danish middle-class families with one or more children living at home. Combining family theory with anthropological perspectives on ethics and morality, we discuss the pandemic’s ethical implications with a focus on the accentuation of family obligations and shared family practices during a societal crisis, a…
Sustainability education and social inclusion in Nordic early childhood education
This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability ed…
Early childhood education for sustainable development in the Nordic national curricula
This study explores how early childhood education for sustainability (ECEfS) is directly framed in the Nordic curriculum. The study’s theoretical background builds on theories and research viewing ECEfS as a comprehensive approach which integrates the three pillars of sustainability. To explore the status of ECEfS, Nordic curricula were analysed using qualitative content analysis, specifically examining sustainability concepts and the contexts of…
Havearbejde
Ten years after democratization, the township areas surrounding South African cities are still dominated by poverty and unemployment. For most township inhabitants, wage employment is not an option, and they engage in numerous activities to provide their families with the daily bread. One of these activities is the cultivation of vegetables in community gardens. In Port Elizabeth, community garden projects have received support from a number of d…
Waste in education
This article explores how waste materials and waste practices figure in education, pointing to educational potentials of waste which have hitherto received little consideration in environmental and sustainability education practice and research. Building on empirical research on waste education in Danish schools and preschools, we discuss how an empirical and theoretical focus on waste as material and on waste practices moves beyond conventional …
Painting trees in the wind
In this article, we explore new materialist ‘common world’ approaches to early childhood environmental and sustainability education and the ambition of these approaches to challenge social–material and nature–culture dichotomies often taken for granted in Western education systems. Firstly, we point out the socio-cultural inequalities inherent in taken-for-granted approaches to children and nature in Denmark, and argue that attention to children’…
Sustainability education and social inclusion in Nordic early childhood education
This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability ed…
Intersections and collaborative potentials between global citizenship education and education for sustainable development
This article examines intersecting agendas and concerns in global citizenship education (GCE) and education for sustainable development (ESD) in the face of current global crises and pressures. While it cannot be assumed that the two educational projects automatically converge, generative and promising overlaps emerge from the shared interest in the SDG 4.7 education target. The article elaborates on a conversation emerging from the Bridge47 Know…
We also need to exist somehow’ – families negotiating everyday ethics during Covid-19 in Denmark
In this article, we explore everyday ethical concerns associated with the Covid-19 lockdowns of Danish society as experienced by members of Danish middle-class families with one or more children living at home. Combining family theory with anthropological perspectives on ethics and morality, we discuss the pandemic’s ethical implications with a focus on the accentuation of family obligations and shared family practices during a societal crisis, a…
Early childhood education for sustainable development in the Nordic national curricula
This study explores how early childhood education for sustainability (ECEfS) is directly framed in the Nordic curriculum. The study’s theoretical background builds on theories and research viewing ECEfS as a comprehensive approach which integrates the three pillars of sustainability. To explore the status of ECEfS, Nordic curricula were analysed using qualitative content analysis, specifically examining sustainability concepts and the contexts of…
Wild Pedagogies in Early Childhood Education in Denmark Change Processes and Pedagogical Dilemmas
This article explores and discusses the change processes and pedagogical dilemmas ignited by introducing wild pedagogies to pedagogical employees in Danish early childhood institutions. By analysing experiments aimed at developing new play and learning environments, carried out as part of a large design-based research project, we discuss how existing “roots” of early childhood education in Denmark provide a fertile soil for the introduction of wi…
Atmospheres of curiosity in early childhood nature and science education
This article contributes to research on practice in socially inclusive early childhood nature and science education by discussing the concept of curiosity. Based on ethnographic research and research dialogues with early childhood educators, we call for attention to educational ways of approaching curiosity, a key value within nature and science education, that go beyond focusing on individual motivations for learning. Exploring curiosity with in…
Sociology (8 works) · Pedagogy (6 works) · Political science (6 works) · Early childhood education (5 works) · Sustainability (5 works) · Children's Rights and Participation (4 works) · Environmental Education and Sustainability (4 works) · Social science (4 works) · Ecology (3 works) · Environmental education (3 works)