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Hvenegaard-Lassen, K. & Staunæs, D. (2019). Elefanten i (bede)rummet. Raciale forsvindingsnumre, stemningspolitik og idiomatisk diffraktion. Kvinder, Køn & Forskning, (1-2), 44-57. https://doi.org/10.7146/kkf.v28i1-2.116116

Staunæs, D., Raffnsøe, S. & Bank, M. (2020). Affirmativ kritik: Håb og begejstring, uhygge og vrede. Samtale mellem Mads Bank, Dorthe Staunæs og Sverre Raffnsøe. Nordiske Udkast, 48(1), 40-52.

Lapina, L. & Vertelyté, M. (2020). “Eastern European”, Yes, but How? Autoethnographic Accounts of Differentiated Whiteness. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 237-250. https://doi.org/10.1080/08038740.2020.1762731

Staunæs, D., Raffnsøe, S. & Bank, M. (2020). Hvad er affirmativ kritik. Respons på responsen. Nordiske Udkast, 48(1), 58-64.

Hvenegård-Lassen, K., Staunæs, D. & Lund, R. (2020). Intersectionality, yes but how? Approaches and conceptualisations in Nordic feminist research and activism. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 173-182. https://doi.org/10.1080/08038740.2020.1790826

Hvenegård-Lassen, K. & Staunæs, D. (2020). Race Matters in Intersectional Feminisms. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 224-236. https://doi.org/10.1080/08038740.2020.1758206

Vertelyté, M. & Staunæs, D. (2021). From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 126-135. https://doi.org/10.1080/20020317.2021.2003006

Vertelyté, M. & Li, J. H. (2021). Nordic state education in between racialization and the possibilities of anti-racist strategy: introduction. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 107-112. https://doi.org/10.1080/20020317.2021.2017217

Vertelyté, M. (2022). 'Why are they not friends?': Unpacking Youth Racialization in Denmark. Nordic Journal of Social Research, 13(1), 10-22. https://doi.org/10.18261/njsr.13.1.2

Vertelyté, M. & Staunæs, D. (2023). Affektive investeringer i dansk antiracistisk pædagogik, Tidsskrift for Uddannelsesvidenskab, 2. https://doi.org/10.7146/djes.v2i.136517

Staunæs, D. & Vertelyté, M. (2023). Diversitetsarbejde som mikrointerventioner i stemninger, forhåbningsfyldte ting og sans for racialisering. In I. Khawaja & L. Lagermann (Eds.), (Farve-)blinde vinkler : om racialisering, ulighed og andetgørelse i pædagogisk praksis (pp. 259-280). Nyt fra Samfundsvidenskaberne.

Staunæs, D. & Vertelyté, M. (2023). Diversity language as intergenerational moods. Sensing for affective dissonance and resonance. Abstract from ECER: European Conference of Educational Research, Glasgow, United Kingdom.

Clark, K. & Vertelyté, M. (2023). Educational Challenges for Nordic Exceptionalism: Epistemic Injustice in the absence of Antiracist Education. In E. Lund Engebretsen & M. Liinason (Eds.), Transforming Identities in Contemporary Europe: Critical Essays on Knowledge, Inequality and Belonging (pp. 33-50). Routledge. https://doi.org/10.4324/9781003245155-3

Vertelyté, M. (2023). "Have we lost our Sense of Humor?!”Affective Senses of Racial Joking in Danish Schools. Social Identities, 29(2), 205-219 . https://doi.org/10.1080/13504630.2023.2208067

Staunæs, D. & Vertelyté, M. (2023). Normkritik som en affektiv og responsiv pædagogik. Unge Pædagoger, 2023(2), 5-16.

Staunæs, D. & Vertelyté, M. (2024). Hopeful Things as Minor Interventions in Educational Atmospheres: A Diffractive Translation of Sara Ahmed’s ‘Happy Objects’ to Nordic Diversity Work. Reconceptualizing Educational Research Methodology, 15(1), 3-22. https://doi.org/10.7577/rerm.5865

Vertelyté, M. (2024). Who Are Friends with Whom? Performative Boundary Work of Friendship in a Diverse Danish School. In N. Hammarén, L. Stretmo & B. Ivemark (Eds.), Migrant youth, schooling and identity: Perspectives and Experiences from Northern Europe. Nils Hammarén; Live Stretmo; Biörn Ivemark. Springer, 2022. (Young People and Learning Processes in Everyday Life). Springer.

Vertelyté, M. & Li, J. H. (2025). Friendship pedagogies as technologies of power: deploying friendship to foster participation of racially minoritized students in Danish education. Scandinavian Journal of Educational Research, 69(2), 436-449. https://doi.org/10.1080/00313831.2024.2317725

Staunæs, D. & Vertelyté, M. (2025). Generationel dissonans: Stemningsarbejde i samtaler om racisme, sexisme og diversitet i organisationer. In L. Bloksgaard & L. R. Augustin (Eds.), Krænkelsesfrie organisationer: Metoder og veje til kulturforandring (pp. 156-175). Nord Academic.

Staunæs, D. & Vertelyté, M. (2025). Towards pedagogies of affective dissonance for intergenerational listening and un/learning. Discourse: Studies in the Cultural Politics of Education, 1-13. Advance online publication. https://doi.org/10.1080/01596306.2025.2515025

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Hvenegård-Lassen, K. & Staunæs, D. (2016). ‘And then we do it in Norway’: Learning leadership through affective contact zones. In R. Andreasen & K. Vitus (Eds.), Affectivity and Race: Studies from Nordic Contexts (pp. 77-93). Taylor and Francis Group. https://doi.org/10.4324/9781315565880-9

Vertelyte, M. & Hervik, P. (2018). The Vices of Debating Racial Epithets in Danish News Media Discourse. In P. Hervik (Ed.), Racialization, Racism, and Anti-Racism in the Nordic Countries (pp. 163-181). Palgrave Macmillan. https://www.palgrave.com/us/book/9783319746296

Staunæs, D. & Raffnsøe, S. (2019). Affective pedagogies, Equine-assisted experiments and Post-human leadership. Body & Society, 25(1), 57-89. https://doi.org/10.1177/1357034X18817352

Vertelyte, M. (2019). Not So Ordinary Friendship: An Ethnography of Student Friendships in A Racially Diverse Danish Classroom. Aalborg Universitetsforlag.

Hvenegård-Lassen, K., Staunæs, D. & Lund, R. (2020). Intersectionality, yes but how? Approaches and conceptualisations in Nordic feminist research and activism. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 173-182. https://doi.org/10.1080/08038740.2020.1790826

Staunæs, D. & Brøgger, K. (2020). In the mood of data and measurements: experiments as affirmative critique, or how to curate academic value with care. Feminist Theory, 21(4), 429–445. https://doi.org/10.1177/1464700120967301

Hvenegård-Lassen, K. & Staunæs, D. (2020). Race Matters in Intersectional Feminisms. NORA - Nordic Journal of Feminist and Gender Research, 28(3), 224-236. https://doi.org/10.1080/08038740.2020.1758206

Staunæs, D. & Conrad, J. S. B. (2020). The will not to know: Data leadership, necropolitics and ethnic-racialised student subjectivities . In R. Niesche & A. Heffernan (Eds.), Theorising Identity and Subjectivity in Educational Leadership Research (pp. 126-140). Routledge.

Hvenegård-Lassen, K. & Staunæs, D. (2021). Shooting the elephant in the (prayer)room: Politics of moods, racial hauntologies and idiomatic diffractions. In V. Bozalek, M. Zembylas, S. Motata & D. Holscher (Eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-come (pp. 50-62). Routledge.

Revised 14.04.2021

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Knud Holt Nielsen