Lene Møller Madsen
Biographic Data
| ID | 5776640 |
|---|---|
| NAME | Lene Møller Madsen |
| GIVEN NAMES | Lene Møller |
| FAMILY NAME | Madsen |
| SIGNATURE | MADSEN L M |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0001-7149-9142 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Choosing (not) to be a chemistry teacher
This paper explores how the culture within a Danish university study programme affects students’ aspirations of becoming a high school chemistry teacher. We draw on ethnographic fieldwork and qualitative interviews to describe and analyse the culture of the programme. In the analysis we foreground the case of two students to understand their identity negotiations and changes in their teacher aspirations over time. By combining a ‘domains-of-power…
Travelling in time, between places, and jobs
Based on the assumption that mobility has both spatial and temporal dimensions, the aim of this paper is to bring forth the often-neglected temporal dimensions of international academic mobility. We explore how time and temporality plays a role in the decisions and lived lives of international academics by analysing their experiences and mobility trajectories. We do so by drawing on qualitative interviews with 21 international academics differing…
(Un)wanted bodies and the internationalisation of higher education
In this paper, we foreground the bodies of students and academics in studies of the internationalisation of higher education (IHE) and consider how internationalisation processes are shaped by embodiment and the geographies of (em)placement. Over the past 20 years, IHE has been extensively discussed within academic and policy circles. Such accounts have often been dominated by macro-level concerns. Within these discourses, the international mobil…
Science students’ post-bachelor’s choice narratives in different disciplinary settings
In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay speci…
Emplacing English as lingua franca in international higher education
Within higher education, internationalisation is increasingly important for students and academics alike. In this context, English as the lingua franca has gained prominence. The ostensible ubiquity of English rests on a particular rendering of the language as unitary, fixed, and undifferentiated. In this paper, we challenge this notion of English and use a spatial approach to explore the multiplicity of Englishes on display within the higher edu…
Transnational research capacity building
This essay explores transnational capacity building projects to highlight some of the structural and processual challenges in decolonizing institutional spaces and power structures. We offer a view from the Global North by drawing on our own experiences of such projects and argue that issues of coloniality in research capacity-building projects must be understood together with the concepts of dependency and universality of knowledge. Two examples…
Students’ negotiations of belonging in geoscience
In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to …
Capacity-building projects in African higher education
This article studies issues of coloniality in so-called capacity-building projects between universities in Africa and Scandinavia. Even fifty years after independence, the African higher education landscape is a product of the colonial powers and subsequent uneven power relations, as argued by a number of researchers. The uneven geography and power of knowledge exist also between countries that were not in a direct colonial relationship, which th…
Communicating plant genetic resources for food and agriculture to the public—A study of grant-receivers with demonstration-projects in the Danish Rural Development Programme
Becoming and Being an African Scholar
Universities in Africa are increasingly seen as key drivers for development and, hence, as a focus point for development agencies in the North. Through the ENhancement of REsearch Capacity (ENRECA) programme 1989–2009, the Danish Development Agency has facilitated Ph.D. education and research in partnerships with African higher education institutions. As other capacity-building projects, ENRECA has been evaluated by donor-initiated missions looki…
Using student interviews for becoming a reflective geographer
This paper presents a case for interviewing students as an effective yet complex way to integrate reflexive practice into teaching and research. Even though many human geographers are accustomed to conducting qualitative interviews in various contexts, it is not straightforward to interview one's own students. This paper addresses three issues: implications of doing insider interviews; ethical issues of interviewing students where power relations…
Students individual engagement in GIS
This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand…
Considerations of How to Study Learning Processes when Students use GIS as an Instrument for Developing Spatial Thinking Skills
Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that student…
Knowledge constructions in research communities
Construction of scientific knowledge can be seen as a struggle over who should define the terms and conditions of legitimate fields of research. Sociologists of scientific knowledge (SSK) have pointed to the importance of analysing scientific knowledge in the same way as other types of knowledge. This idea guides the present paper on Danish research in agriculture and rural areas. Based on an ethnographic study of researchers involved in rural st…
Understanding the use of rural space
Location offarm woodlands in Denmark
The article analyses the results of the scheme for field afforestation (EU-regulation 2080/92) in Denmark. The purpose is twofold, firstly to document the afforestation on arable land taking place both within the scheme and outside the scheme for field afforestation. The former is documented in Ribe and Vejle counties whereas the latter is documented in three smaller areas: Varde, Vorbasse, and Vejle. Secondly, the article argues that in order to…
Understanding the use of rural space
Considerations of How to Study Learning Processes when Students use GIS as an Instrument for Developing Spatial Thinking Skills
Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that student…
Transnational research capacity building
This essay explores transnational capacity building projects to highlight some of the structural and processual challenges in decolonizing institutional spaces and power structures. We offer a view from the Global North by drawing on our own experiences of such projects and argue that issues of coloniality in research capacity-building projects must be understood together with the concepts of dependency and universality of knowledge. Two examples…
Using student interviews for becoming a reflective geographer
This paper presents a case for interviewing students as an effective yet complex way to integrate reflexive practice into teaching and research. Even though many human geographers are accustomed to conducting qualitative interviews in various contexts, it is not straightforward to interview one's own students. This paper addresses three issues: implications of doing insider interviews; ethical issues of interviewing students where power relations…
Students individual engagement in GIS
This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand…
Becoming and Being an African Scholar
Universities in Africa are increasingly seen as key drivers for development and, hence, as a focus point for development agencies in the North. Through the ENhancement of REsearch Capacity (ENRECA) programme 1989–2009, the Danish Development Agency has facilitated Ph.D. education and research in partnerships with African higher education institutions. As other capacity-building projects, ENRECA has been evaluated by donor-initiated missions looki…
Travelling in time, between places, and jobs
Based on the assumption that mobility has both spatial and temporal dimensions, the aim of this paper is to bring forth the often-neglected temporal dimensions of international academic mobility. We explore how time and temporality plays a role in the decisions and lived lives of international academics by analysing their experiences and mobility trajectories. We do so by drawing on qualitative interviews with 21 international academics differing…
(Un)wanted bodies and the internationalisation of higher education
In this paper, we foreground the bodies of students and academics in studies of the internationalisation of higher education (IHE) and consider how internationalisation processes are shaped by embodiment and the geographies of (em)placement. Over the past 20 years, IHE has been extensively discussed within academic and policy circles. Such accounts have often been dominated by macro-level concerns. Within these discourses, the international mobil…
Emplacing English as lingua franca in international higher education
Within higher education, internationalisation is increasingly important for students and academics alike. In this context, English as the lingua franca has gained prominence. The ostensible ubiquity of English rests on a particular rendering of the language as unitary, fixed, and undifferentiated. In this paper, we challenge this notion of English and use a spatial approach to explore the multiplicity of Englishes on display within the higher edu…
Students’ negotiations of belonging in geoscience
In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to …
Location offarm woodlands in Denmark
The article analyses the results of the scheme for field afforestation (EU-regulation 2080/92) in Denmark. The purpose is twofold, firstly to document the afforestation on arable land taking place both within the scheme and outside the scheme for field afforestation. The former is documented in Ribe and Vejle counties whereas the latter is documented in three smaller areas: Varde, Vorbasse, and Vejle. Secondly, the article argues that in order to…
Location offarm woodlands in Denmark
The article analyses the results of the scheme for field afforestation (EU-regulation 2080/92) in Denmark. The purpose is twofold, firstly to document the afforestation on arable land taking place both within the scheme and outside the scheme for field afforestation. The former is documented in Ribe and Vejle counties whereas the latter is documented in three smaller areas: Varde, Vorbasse, and Vejle. Secondly, the article argues that in order to…
Understanding the use of rural space
Knowledge constructions in research communities
Construction of scientific knowledge can be seen as a struggle over who should define the terms and conditions of legitimate fields of research. Sociologists of scientific knowledge (SSK) have pointed to the importance of analysing scientific knowledge in the same way as other types of knowledge. This idea guides the present paper on Danish research in agriculture and rural areas. Based on an ethnographic study of researchers involved in rural st…
Considerations of How to Study Learning Processes when Students use GIS as an Instrument for Developing Spatial Thinking Skills
Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that student…
Using student interviews for becoming a reflective geographer
This paper presents a case for interviewing students as an effective yet complex way to integrate reflexive practice into teaching and research. Even though many human geographers are accustomed to conducting qualitative interviews in various contexts, it is not straightforward to interview one's own students. This paper addresses three issues: implications of doing insider interviews; ethical issues of interviewing students where power relations…
Students individual engagement in GIS
This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand…
Becoming and Being an African Scholar
Universities in Africa are increasingly seen as key drivers for development and, hence, as a focus point for development agencies in the North. Through the ENhancement of REsearch Capacity (ENRECA) programme 1989–2009, the Danish Development Agency has facilitated Ph.D. education and research in partnerships with African higher education institutions. As other capacity-building projects, ENRECA has been evaluated by donor-initiated missions looki…
Communicating plant genetic resources for food and agriculture to the public—A study of grant-receivers with demonstration-projects in the Danish Rural Development Programme
Capacity-building projects in African higher education
This article studies issues of coloniality in so-called capacity-building projects between universities in Africa and Scandinavia. Even fifty years after independence, the African higher education landscape is a product of the colonial powers and subsequent uneven power relations, as argued by a number of researchers. The uneven geography and power of knowledge exist also between countries that were not in a direct colonial relationship, which th…
Transnational research capacity building
This essay explores transnational capacity building projects to highlight some of the structural and processual challenges in decolonizing institutional spaces and power structures. We offer a view from the Global North by drawing on our own experiences of such projects and argue that issues of coloniality in research capacity-building projects must be understood together with the concepts of dependency and universality of knowledge. Two examples…
Students’ negotiations of belonging in geoscience
In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to …
Emplacing English as lingua franca in international higher education
Within higher education, internationalisation is increasingly important for students and academics alike. In this context, English as the lingua franca has gained prominence. The ostensible ubiquity of English rests on a particular rendering of the language as unitary, fixed, and undifferentiated. In this paper, we challenge this notion of English and use a spatial approach to explore the multiplicity of Englishes on display within the higher edu…
Science students’ post-bachelor’s choice narratives in different disciplinary settings
In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay speci…
Choosing (not) to be a chemistry teacher
This paper explores how the culture within a Danish university study programme affects students’ aspirations of becoming a high school chemistry teacher. We draw on ethnographic fieldwork and qualitative interviews to describe and analyse the culture of the programme. In the analysis we foreground the case of two students to understand their identity negotiations and changes in their teacher aspirations over time. By combining a ‘domains-of-power…
Travelling in time, between places, and jobs
Based on the assumption that mobility has both spatial and temporal dimensions, the aim of this paper is to bring forth the often-neglected temporal dimensions of international academic mobility. We explore how time and temporality plays a role in the decisions and lived lives of international academics by analysing their experiences and mobility trajectories. We do so by drawing on qualitative interviews with 21 international academics differing…
(Un)wanted bodies and the internationalisation of higher education
In this paper, we foreground the bodies of students and academics in studies of the internationalisation of higher education (IHE) and consider how internationalisation processes are shaped by embodiment and the geographies of (em)placement. Over the past 20 years, IHE has been extensively discussed within academic and policy circles. Such accounts have often been dominated by macro-level concerns. Within these discourses, the international mobil…
Sociology (11 works) · Geography (8 works) · Pedagogy (8 works) · Political science (8 works) · Social science (7 works) · Psychology (6 works) · Mathematics education (5 works) · Geography Education and Pedagogy (4 works) · Global Educational Policies and Reforms (4 works) · Higher education (4 works)