Rashmi Singla

Associate Professor, Ph.d., cand. psych., Psychotherapy specialist

Dr. Singla works with themes related to family and ’peer’ relations, ethnicity, inclusion/exclusion processes as well as psychosocial intervention. Her recent research focuses on life course perspective and psychosocial meaning of movements across the borders (transnational as well as diasporic processes) with focus on the South Asian /Indian diaspora in Scandinavia. She works with a wide range of theories within a social contextual framework combined with cultural psychological perspectives. Congruently she uses multi-methods with main focus on qualitative research methods. She is also affiliated to Health Promotion studies and a current research project deals with mental health and well being of intermarried couples and children of mixed parentage. She also studies the interplay between Eastern and Western Psychology especially meditation and mindfulness.

Stephen Carney

Associate Professor, D.Phil.

Dr. Carney’s research is primarily concerned with exploring and critiquing educational policy in an international context. He has attempted to do this via study of teachers, educational organisations and education policy in diverse national contexts. To this end he has carried out ethnographic research in English comprehensive schools, policy studies of school management and reform across the Nordic countries, and used a range of empirical methods to investigate school leadership and university governance in Denmark and teacher and institutional development in Nepal and China.

Ulla Ambrosius Madsen

Associate Professor, Ph.d.

In recent years Dr. Madsen has become increasingly interested in the anthropological approach to understanding pedagogical and educational issues. This approach focuses on what school and education mean to children and young people – their imagination of the future and their concrete everyday lives. This tradition deals with the following questions, among others: How does participation in school and education affect children and young people’s understanding of themselves and the times they live in? What is the relation between the culture of upbringing and socialisation that children and young people meet in their homes, in their social networks and on the street, and the educational project and the pedagogical practice they are confronted with at school?