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Graduate School, Arts offers a variety of courses for PhD students.

The course programme consists of the following:

PhD students enrolled at Graduate School, Arts, should contact their main supervisor for the planning of course attendance. 

Besides 2 of the mandatory PhD courses the Centre for Teaching Development and Digital Media offers a number of other PhD courses.

External PhD courses offered by other Danish institutions can be found in the national course database "PhD courses in Denmark".

PhD Courses at Graduate School, Arts

Mon 08 May
00:00-00:00 | Campus Emdrup
The Psycho-Politics of Self-Exposure
8-10 May & 30 August - 1 September 2017 - The course analyzes empirical-practical cases of self-presentation and self-exposure in research. We will be presenting and reflecting on the implications (legitimacy, purposes, forms, effects, ethics) of self-presentation and self-exposure within various research practices, as well as (similarities and differences to) other practices such as arts, therapy, education, media and politics - and, not least, hybrids and cross-overs between these practices. We have well-known examples already in Frigga Haug’s collective memory work and Emily Martin’s work on Bipolar Expeditions. More locally, Mørck and Nissen have worked with professionals and users who develop new technologies of self-presentation. Proposed conceptual tools are from trans-disciplinary social theory and humanities.
Thu 17 Aug
00:00-00:00 | Campus Aarhus
Empiriværkstedet – kursus i kvalitativ metode E2017
17. august - 14. december 2017: Empiriværkstedet er et interdisciplinært forum for analyse og diskussion af kvalitative empiriske forskningsprojekter.
Wed 04 Oct
00:00-00:00 | Campus Emdrup, Copenhagen
The institutionalisation of education: a socio-historical approach
4 - 6 October 2017: How have education systems been instituted and how are they associated with the societies that gave rise to them? To answer these and related questions, the course will examine education through institutional theorisation, at macro-sociological and comparative-historical approaches. The macro-sociological perspective will help students trace the web of relations between education and other social institutions. The comparative-historical inquiry will make evident that education, as society overall, is inseparable from its history.
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Revised 27.06.2017