D R Hansen
Biographic Data
| ID | 41655 |
|---|---|
| NAME | D R Hansen |
| GIVEN NAMES | D R |
| FAMILY NAME | Hansen |
| SIGNATURE | HANSEN D R |
| AFFILIATIONS | University of Southern Denmark |
| ORCID | 0000-0002-7297-8986 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Critique of labourfication and solutionism in (teacher) education – a defence of teacher educators’ poetic freedom to act as public intellectuals
This psychoanalytically and philosophically informed article sets its focus on one of the emerging challenges that comes with the notion of labourfication and solutionism when it frames teacher education. Teacher educators’ agency, including their poetic freedom to think critically and act as public intellectuals, has become limited by neoliberal labour policy and by the increased instrumentalization of and solutionism linked to teacher education…
Immunitas and (un)desirable teacher knowledge in teacher education
Since the latter half of the 20th century many political efforts and initiatives have been launched to ensure that teacher education provides teachers with a positive (orderly) knowledge base. This includes things like professional teacher standards and notions like ‘best practices’ and ‘evidence‐based practice’. Building on the work of Esposito and with inspiration from psychoanalytic theory, we argue that today's educational policy can be seen …
Comic absurdity and profane acts in education
In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we i…
The tyranny of student satisfaction: Cruel optimistic fantasies in education
In this theoretical paper, we reflect on the optimistic neoliberal fantasies that are played out in today’s education, even though that they rarely live up to their promises. Inspired by Lauren Berlant’s concept of cruel optimism, and psychoanalytical thinkers as Slavoj Žižek and Ilan Kapoor, and their focus on concepts such as fantasy, desire, enjoyment, and the unconscious, we argue that there is a contemporary tendency for critical thinking an…
Toward a “thoughtful lightness”: Education in viral times
Play,Bildungand democracy: Aesthetic Matters in Education
A principal objective of (Danish) schools is education for democracy through Bildung processes. Our thesis is that this objective can be fulfilled by means of play processes. Play, democracy and Bildung are closely connected as our several examples will make clear. In addition to play theories our arguments for this thesis are inspired by three philosophers: Nietzsche and his focus on (orderly) Apollonian and (disorderly) Dionysian aesthetic styl…
The ‘strong’ state and the ‘soft’ market in educational reform processes: Management philosophies and their consequences
In contemporary western society, welfare work in general, particularly in education, has been struck by an endless series of policy reforms, discourses and technologies. These have consequences not only for the production of professional identity, but also for the way educational tasks are understood and handled. Inspired by the work of post-structuralist thinkers such as Foucault, Rose, Ball, Alvesson and Willmott, and the psychoanalytical think…
The ‘Crucified’ Leader: Cynicism, Fantasies and Paradoxes in Education
What are they talking about: The construction of good teaching among students, teachers and management in the reformed Danish upper secondary school
This paper analyses how leaders, teachers and students are realising the reform of the Danish upper secondary school. We illustrate how they articulate good teaching: what they say characterises it, and what they think can facilitate and prevent it. Our claim is that reform discourses and changes to the organisation of teaching and teacher work create new ways of talking about teaching: new values are espoused, new dilemmas, rationalities and con…
Fatty acid responses in an enteroendocrine cell line: Chemosensory cues for dietary fat
Comic absurdity and profane acts in education
In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we i…
The tyranny of student satisfaction: Cruel optimistic fantasies in education
In this theoretical paper, we reflect on the optimistic neoliberal fantasies that are played out in today’s education, even though that they rarely live up to their promises. Inspired by Lauren Berlant’s concept of cruel optimism, and psychoanalytical thinkers as Slavoj Žižek and Ilan Kapoor, and their focus on concepts such as fantasy, desire, enjoyment, and the unconscious, we argue that there is a contemporary tendency for critical thinking an…
Play,Bildungand democracy: Aesthetic Matters in Education
A principal objective of (Danish) schools is education for democracy through Bildung processes. Our thesis is that this objective can be fulfilled by means of play processes. Play, democracy and Bildung are closely connected as our several examples will make clear. In addition to play theories our arguments for this thesis are inspired by three philosophers: Nietzsche and his focus on (orderly) Apollonian and (disorderly) Dionysian aesthetic styl…
The ‘strong’ state and the ‘soft’ market in educational reform processes: Management philosophies and their consequences
In contemporary western society, welfare work in general, particularly in education, has been struck by an endless series of policy reforms, discourses and technologies. These have consequences not only for the production of professional identity, but also for the way educational tasks are understood and handled. Inspired by the work of post-structuralist thinkers such as Foucault, Rose, Ball, Alvesson and Willmott, and the psychoanalytical think…
Fatty acid responses in an enteroendocrine cell line: Chemosensory cues for dietary fat
What are they talking about: The construction of good teaching among students, teachers and management in the reformed Danish upper secondary school
This paper analyses how leaders, teachers and students are realising the reform of the Danish upper secondary school. We illustrate how they articulate good teaching: what they say characterises it, and what they think can facilitate and prevent it. Our claim is that reform discourses and changes to the organisation of teaching and teacher work create new ways of talking about teaching: new values are espoused, new dilemmas, rationalities and con…
The ‘strong’ state and the ‘soft’ market in educational reform processes: Management philosophies and their consequences
In contemporary western society, welfare work in general, particularly in education, has been struck by an endless series of policy reforms, discourses and technologies. These have consequences not only for the production of professional identity, but also for the way educational tasks are understood and handled. Inspired by the work of post-structuralist thinkers such as Foucault, Rose, Ball, Alvesson and Willmott, and the psychoanalytical think…
The ‘Crucified’ Leader: Cynicism, Fantasies and Paradoxes in Education
Play,Bildungand democracy: Aesthetic Matters in Education
A principal objective of (Danish) schools is education for democracy through Bildung processes. Our thesis is that this objective can be fulfilled by means of play processes. Play, democracy and Bildung are closely connected as our several examples will make clear. In addition to play theories our arguments for this thesis are inspired by three philosophers: Nietzsche and his focus on (orderly) Apollonian and (disorderly) Dionysian aesthetic styl…
Toward a “thoughtful lightness”: Education in viral times
The tyranny of student satisfaction: Cruel optimistic fantasies in education
In this theoretical paper, we reflect on the optimistic neoliberal fantasies that are played out in today’s education, even though that they rarely live up to their promises. Inspired by Lauren Berlant’s concept of cruel optimism, and psychoanalytical thinkers as Slavoj Žižek and Ilan Kapoor, and their focus on concepts such as fantasy, desire, enjoyment, and the unconscious, we argue that there is a contemporary tendency for critical thinking an…
Comic absurdity and profane acts in education
In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we i…
Immunitas and (un)desirable teacher knowledge in teacher education
Since the latter half of the 20th century many political efforts and initiatives have been launched to ensure that teacher education provides teachers with a positive (orderly) knowledge base. This includes things like professional teacher standards and notions like ‘best practices’ and ‘evidence‐based practice’. Building on the work of Esposito and with inspiration from psychoanalytic theory, we argue that today's educational policy can be seen …
Critique of labourfication and solutionism in (teacher) education – a defence of teacher educators’ poetic freedom to act as public intellectuals
This psychoanalytically and philosophically informed article sets its focus on one of the emerging challenges that comes with the notion of labourfication and solutionism when it frames teacher education. Teacher educators’ agency, including their poetic freedom to think critically and act as public intellectuals, has become limited by neoliberal labour policy and by the increased instrumentalization of and solutionism linked to teacher education…
Sociology (9 works) · Law (8 works) · Political science (8 works) · Pedagogy (7 works) · Epistemology (5 works) · Global Educational Policies and Reforms (4 works) · Higher education (4 works) · Law (4 works) · Philosophy (4 works) · Politics (4 works)