Prof. Dr. Anja Kraus, Stockholm University (head convenor)

 

fotoAnja2010

 

Curriculum Vitae

1994 Magister in Educational Sciences and Philosophy at the Free University Berlin
1998 and 2003 1st and 2nd Staatsexamen “Teacher for Liberal Arts” at University of the Arts Berlin
2000 PHD at Free University Berlin
2003/4 Teacher for Liberal Arts at a upper secondary school in Mannheim/Germany, projects at schools in Darmstadt/Germany, Berlin and Neuquen/Argentine
2004 – Juniorprofessor at the Institute of Educational Sciences at the Ludwigsburg University of Education/Germany
2010 – 12 Professor; Second leader of the Institute of Educational Sciences at the Ludwigsburg University of Education/Germany
2013 – 2018 Lector and docent at Linnaeus University Växjö/Sweden
2018 – Professor at Stockholm University

Research interests:

Pedagogical theories of learning, pedagogical knowledge, integration of artistic positions in didactical concepts and classroom teaching research, tacit dimensions of pedagogy, corporality in school, heterogeneity in pedagogy, anthropological questions, empirical phenomenology, documentary method, videography.

 

Contact:

Prof. Dr. Anja Kraus, Stockholm University, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, 106 91 Stockholm, email: anja.kraus@hsd.su.se

 

Publications (selection, only English):

Transcultural Learning: Emphasizing and De-emphasizing Difference as a Pedagogical Task. In: von Carlsburg, B. (ed.): Comparative Educational Sciences – Transcultural Studies – Intercultural Education. Reihe: Baltic Studies. Kiel: Peter Lang (Status quo: in print).

A Pedagogy of Cultural Awareness – A Phenomenological Approach to Knowledge and Learning. In: von Carlsburg, B. (ed.): Comparative Educational Sciences – Transcultural Studies – Intercultural Education. Reihe: Baltic Studies. Kiel: Peter Lang (Status quo: in print).

Educational Objectives and the Teacher Education in Sweden. In: von Carlsburg, B. (ed.): Comparative Educational Sciences – Transcultural Studies – Intercultural Education. Reihe: Baltic Studies. Kiel: Peter Lang (Status quo: in print).

Gender, Pedagogy and the Postmodernist Paradigm Shift: An Exploration of Bodies from a Tacit Dimension. In: Taylor, C.; Amade-Escot, Ch.; Abbas, A. (eds.): Gender and Feminism in Learning and Teaching: Debates across International Traditions. London, New York: Routledge (Status quo: in print).

Ed. Scenarios of Knowledge at Universities in Change. Perspectives of the Humanities, the Educational and the Cultural Sciences. In the book series: “European Studies in Education” (ed. Christoph Wulf). Münster, New York, München, Berlin: Waxmann, 2017

Sensitive Threshold – Awakening Aspects of the Corporeal-Auditive Reflexivity of Teenagers in the Classroom. In: Rodriguez Sieweke, Lara (ed.): Learning Scenarios for Social and Cultural Knowledge. «Bildung» through Academic Teaching. In the book series: Erziehungskonzeptionen und Praxis (ed. by Bodo von Carlsburg). London, New York: Peter Lang. 2017, S. 203 – 216.

Scientific Pedagogy as Research on Practices – Sketching Quality Development, Competences and Assessment in Pedagogical Regards. In: Carlsburg, Bodo von (ed.): Strategies for Teacher Training: Concepts for Improving Skills and Quality of Teaching. Frankfurt/Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang. 2016, 285 – 296

Applying the `Phenomenological Method´ to Qualitative Research in Education Studies. In: Schultheis, Klaudia; Pfrang, Agnes (eds.): Children’s Perspective on School, Teaching and Learning. Berlin, Muenster, Wien, Zuerich, London: Lit Verlag. 2015, 43 – 55

Ed. together with Buhl, Mie; von Carlsburg, Gerd-Bodo von: Performativity, Materiality and Time – Modelling the Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann 2014

Ed. together with Anna Herbert: Praxeology as a Challenge. Modelling the Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann 2013

Ed. together with Anna Herbert (in English): Initiating Learning. Münster, New York, München, Berlin: Waxmann 2012

Ed. together with Bosse Bergstedt, Anna Herbert & Christoph Wulf (in English): Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann 2012

Signifying It By Demonstration – To Feel Processes of Signification on One‘s Own Body. In: Lackner, Rudolphine (ed.): Names are shaping up nicely! Nomenclature and Women‘s Titles. Wien: Eigenverlag der Vereinigung bildender Künstlerinnen Österreichs (VBKÖ). 2008, 49 – 56

(Doing) Art as an Interdisciplinary Didactical Principle. In: International Journal for Education through Art. (4.3) 2008, 275 – 284

The Performative Play as a Didactic Track to the Corporality of Children. In: Wulf, Christoph (ed.): Mimesis, Poiesis, Performativity in Education. Münster, New York, München, Berlin: Waxmann. 2007, 160 – 170

A Study of Media Influences on the Learning Strategies of Students in the First Years of Secondary School by Means of Subtexts. Forum: Qualitative Social Research, 8 (3), Art.11, 2006, http://www.qualitative-research.net/index.php/fqs/article/view/286/629

 

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