References
- Alderson, P., & Morrow, V. (2011). The ethics of research with children and young people. A practical handbook. London: SAGE Publications.
- Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology. New vistas for qualitative research. London: SAGE Publications.
- Andersen, P. Ø. (2005). Observationer i institutions – og klasserumsforskning. In T. B. Jensen & G. Christensen (Eds.), Psykologiske og pædagogiske metoder. Kvalitative og kvantitative forskningsmetoder i praksis (pp. 181–202). Frederiksberg: Roskilde Universitetsforlag.
- Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. doi: 10.1080/0268093022000043065
- Barnekow, V., Buis, G., Clift, S., Jensen, B. B., Paulus, P., & Young, I. (2006). Health-promoting schools: A resource for developing indicators. Copenhagen: European Network of Health Promoting Schools, World Health Organization.
- Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York, NY: Anchor Books.
- Berliner, D. B. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287–302. doi: 10.1080/0305764X.2011.607151
- Bernstein, B. (2000). Pedagogizing knowledge: Studies in recontextualizing. Washington, DC: Rowman & Littlefield.
- Biesta, G. (2007). Why ‘what works’ won’t work: Evidence-based practice and the democratic deficit in educational research’. Educational Theory, 57(1), 1–22. doi: 10.1111/j.1741-5446.2006.00241.x
- Bruselius-Jensen, M., Danielsen, D., Hansen, S. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. doi: 10.1007/s11092-008-9064-9
- Bruselius_Jensen, M., et al. (2015). Juggling participatory methods in the school context: Lessons learnt from a study on health representations in young people’s virtual space. In A. Allaste & K. Tiidenberg (Eds.), ‘In search of … ’ new methodological approaches to youth research (pp. 153–172). Newcastle upon Tyne: Cambridge Scholars Publishing.
- Collins, M., Collins, G., & Butt, G. (2015). Social mobility or social reproduction? A case study of the attainment patterns of students according to their social background and ethnicity. Educational Review, 67(2), 196–217. doi: 10.1080/00131911.2013.859127
- Colquhoun, D. (2005). Complexity and the health promoting school. In S. Clift & B. B. Jensen (Eds.), The health promoting school: International advances in theory, evaluation and practice (pp. 41–53). Copenhagen: Danish University of Education Press.
- Danish Health and Medicines Authority. (2013). Health promotion packages – introduction and recommendations. Copenhagen: Author.
- The Danish Ministry of Education. (2014). Improving the public school – overview of reform of standards in the Danish public school (primary and lower secondary education). Copenhagen: Author.
- Fendler, L. (1999). Making trouble: Prediction, agency, and critical intellectuals. In T. S. Popkewitz & L. Fendler (Eds.), Critical theories in education (pp. 169–188). London: Routledge.
- Fitzpatrick, K. (2005). Hauora and physical education in New Zealand: Perspectives of Māori and Pasifika students. Waikato Journal of Education, 11(2), 37–48.
- Goffman, E. (1961). Asylums. Essays on the social situation of mental patients and other inmates. New York, NY: Anchor Books.
- Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37. doi: 10.1080/02680930802412669
- Gulløv, E. (2004). Institutionslogikker som forskningsobjekt. In U. A. Madsen (Ed.), Pædagogisk antropologi – refleksioner over feltbaseret viden (pp. 49–65). København: Hans Reitzels Forlag.
- Gulløv, E., & Højlund, S. (2005). Materialitetens pædagogiske kraft. In K. Larsen (Ed.), Arkitektur, krop og læring (pp. 201–219). København: Hans Reitzels Forlag.
- Hastrup, K. (2010). Ind I verden. København: Hans Reitzels Forlag.
- Holm, L. (2007). Hvem tester testen? En analyse af folkeskolens nationale it-baserede test med dansk/læsning som eksempel. In L. Moos (Ed.), Nye sociale teknologier I folkeskolen – kampen om dannelsen (pp. 67–78). Frederikshavn: Dafolo Forlag.
- Järvinen, M., & Mik-Meyer, N. (2005). Observationer I en interaktionistisk begrebsramme. In M. Järvinen & N. Mik-Meyer (Eds.), Kvalitative metoder i et interaktionistisk perspektiv. Interview, observationer, dokumenter (pp. 97–120). København: Hans Reitzels Forlag.
- Jenkins, R. (2008). Social identity. New York, NY: Routledge.
- Jensen, B. B. (1997). A case of two paradigms within health education. Health Education Research, 12(4), 419–428. doi: 10.1093/her/12.4.419
- Jensen, B. B. (2010). Sundhedspædagogiske kernebegreber. In F. Kamper-Jørgensen, G. Almind, & B. B. Jensen (Eds.), Forebyggende sundhedsarbejde (pp. 220–238). København: Munksgaard.
- Jensen, B. B., & Simovska, V. (2005). Involving students in learning and health promotion processes – clarifying why? What? And how? Promotion & Education, 12(150), 150–156. doi: 10.1177/10253823050120030114
- Krejsler, J. (2007). Elevplanen mellem refleksion og kontrol. In L. Moos (Ed.), Nye sociale teknologier i folkeskolen – kampen om dannelsen (pp. 79–90). Fredrikshavn: Dafolo Forlag.
- Lim, L. (2014). Ideology, rationality and reproduction in education: A critical discourse analysis. Discourse: Studies in the Cultural Politics of Education, 35(1), 61–76.
- Luke, A. (2010). Documenting reproduction and inequality: Revisiting Jean Anyon’s ‘social class and school knowledge’. Curriculum Inquiry, 40(1), 167–182. doi: 10.1111/j.1467-873X.2009.00474.x
- Macdonald, D., Hunter, L., & Tinning, R. (2007). Curriculum construction: a critical analysis of rich tasks in the recontextualisation field. Australian Journal of Education, 51(2), 112–128. doi: 10.1177/000494410705100202
- McMurrer, J. (2007). Choices, changes, and challenges: Curriculum and instruction in the NCLB era. Washington, DC: Center on Education Policy.
- Meyer, H.-D., & Benavot, A. (2013). PISA and the globalization of education governance: Some puzzles and problems. In H.-D. Meyer & A. Benavot (Eds.), PISA, power, and policy: The emergence of global educational governance (pp. 9–26). Oxford: Symposium Books.
- Moos, L. (2006). Editorial. What kinds of democracy in education are facilitated by supra- and transnational agencies? European Educational Research Journal, 5(3 & 4), 160–168. doi: 10.2304/eerj.2006.5.3.160
- Moos, L. (2007). Om demokratisk dannelse og sociale teknologier i folkeskolen. In L. Moos (Ed.), Nye sociale teknologier i folkeskolen – kampen om dannelsen (pp. 9–20). Fredrikshavn: Dafolo Forlag.
- Nordin, L. L. (2013). Fra politik til praksis. Implementering af kommunale sundhedsfremmeprojekter med fokus på kost og fysisk aktivitet fra et lærerperspektiv. Institut for Uddannelse og Pædagogik, Aarhus Universitet, Emdrup.
- Nutbeam, D. (2000). Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15(3), 259–267. doi: 10.1093/heapro/15.3.259
- Paulus, P. (2005). From the health promoting school to the good and healthy school: New developments in Germany. In S. Clift & B. B. Jensen (Eds.), The health promoting school: International advances in theory, evaluation and practice (pp. 55–74). Copenhagen: Danish Univeristy of Education Press.
- Samdal, O., & Rowling, L. (Eds.). (2012). The implementation of health promoting schools: Exploring the theories of what, why and how. London: Routledge.
- Schmidt, L. S. K. (2007). Krop, rum og pædagogik. In P. Ø. Andersen, T. Ellegaard, & L. J. Muschinsky (Eds.), Klassisk og moderne pædagogisk teori (pp. 414–434). København: Hans Reitzels Forlag.
- Sellar, S., & Lingard, B. (2013). PISA and the expanding role of the OECD in global educational governance. In H.-D. Meyer & A. Benavot (Eds.), PISA, power, and policy: The emergence of global educational governance (pp. 185–206). Oxford: Symposium Books.
- Simovska, V. (2012). Case study of a participatory health-promotion intervention in school. Democracy and Education, 20(1), 4: 1–10.
- Simovska, V., & Jensen, B. B. (2009). Shape up Europe. A school community approach to influencing the determinants of childhood overweight and obesity – lessons learnt. Barcelona: P.A.U. Education.
- Simovska, V., & McNamara, P. (2015). Schools for Health and Sustainability. Dordrecht: Springer.
- Simovska, V., Nordin, L. L., & Madsen, K. D. (2016). Health promotion in Danish schools: local priorities, policies and practices. Health promotion international, 31(2), 480–489. doi: 10.1093/heapro/dav009
- Torres, C. A. (2013). Neoliberalism as a new historical bloc: A Gramscian analysis of neoliberalism’s common sense in education. International Studies in Sociology of Education, 23(2), 80–106. doi: 10.1080/09620214.2013.790658
- Warming, H. (2005). Participant observation: A way to learn about children’s perspectives. In A. Clark, A. T. Kjørholt, & P. Moss (Eds.), Beyond listening. Children’s perspectives on early childhood services (pp. 51–70). Bristol: The Policy Press.
- WHO. (1986). The Ottawa charter for health promotion. Genève: Author.
- Wright, J. J., & Burrows, L. (2004). ‘Being healthy’: The discursive construction of health in New Zealand children’s responses to the national education monitoring project. Discourse: Studies in the Cultural Politics of Education, 25(2), 211–230.
- Wrigley, T. (2014). Curriculum change in English schools: Educating working-class children. Social and Education History, 3(3), 209–240.
- Wyness, M. (2012). Childhood and society. London: Palgrave Macmillan.
- Ylimaki, R. M. (2012). Curriculum leadership in a conservative era. Educational Administration Quarterly, 48(2), 304–346. doi: 10.1177/0013161X11427393