Academic staff – University of Copenhagen

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Department of Psychology > Academic staff

Pernille Hviid

Pernille Hviid

Associate Professor

Research field

Cultural Life Course Studies, Developmental psychology, Educational psychology, Community psychology.

Research group memberships

-        Center of Cultural Life Course Studies

-        Nordisk Nettverk for Barnelivsforskning

-        EARLI Center for innovative research: sociocultural perspectives on learning with age:Working title: Ages for learning and growth: sociocultural perspectives (AGILE).

-        European doctoral network in socio-cultural psychology .

 

Research: brief description

Pernille Hviid is researcher within the disciplines of developmental, educational psychology and community psychology. She has primarily investigated developmental potentials and obstacles in the interrelations between developing children and other people and practices in their socio-cultural institutions (family, pre-school, school,  leisure-time centers or managerial practices of public well-fare institutions). 

For the last three years she has worked to establish a theoretical and methodological platform for Center of Cultural Life Course Studies drawing on a) life-span theory (e.g. Baltes); a psychological discipline arguing that development is a life-long process, b) life-course theory (e.g. Elder); a sociological approach to the interdependencies between human beings and their historically changing and interlinked, institutionalized surroundings, c) cultural psychology (e.g. Valsiner); an approach that studies developmental processes in interrelations between collective and individual meanings  and d) existential psychology (e.g. Heidegger, Packer); underlining that human beings develop projects and concerns in life, and that they, through their engaged involvements in life contribute to cultural changes and development and thus, their future living.

Researching the course of living involves historicity on cultural and individual levels. Besides the conceptualization of the interdependent relationship of person and environment in the course of human living (without which we cannot study engagements and intentions) the temporalization of collective and individual life is the most distinctive and persistence focus in the methodology in the life course center.

Thus, the empirical object of investigation in the research center is the human life course. The phenomenon under study in the course of living is meaning and meaning-making and how meaning becomes meaningful  to persons through their lifecourse.  

At present, we are focusing our empirical attention on two eras of living: Being and becoming a child and Being and becoming of an elderly person (see next section). These foci are of central societal importance, and debated lively and continuously. Our approach to these fields are neither purely structural nor purely experiential: Rather we aim at producing knowledge and raising discussions of how structural arrangements are made sense of and meaningfully used, resisted and changed, by the actors for whom these structural arrangements are made, thus promoting a scientifically informed debate of how to construct a human society.  Hviid takes part in scientific and societal debates concerning a diverse set of societal arrangements such as family living, pedagogy and preschool-life, school-life and leisure time practices or discussions on the practices of pedagogical psychological counseling (PPR) or other welfare institutions, their content and their organization.  

PhD projects supervised are, Anja Marchall, (Children’s lives in double arrangements after parental divorce), Michaela Sandell (Creative schools and children’s development) Jakob Waag Villadsen (Children’s development in preschool after the Order of the educational curriculum. Moreover the Hviid collaborates  with PhD Nina Dalgård in her work on transgenerational transmission of trauma, in a Cultural Life Course perspective.

Current research projects

Cultural life course projects in preparation:

  • Planning research in EARLI Center for innovative research: sociocultural perspectives on learning with age: Ages for learning and growth: sociocultural perspectives (AGILE)
  • Planning research in relation to Children’s changed leisure time after the School Reform
  • Planning research in collaboration with Lukashuset, Children’s Hospice.

 

Major grants

2009 - 2010     : Share of Grant (500.000) from BUPL’s og SL’s Forsknings og Udviklingsfond (prof. Preben Melander, Copenhagen Business School): 2.000.000 kr.

2013                     : The Danish Agency for Science, Technology and Innovation, Network grant: 287.842 kr. Migrating exploratory network: Conceptualizing and investigating life course in a sociocultural historical perspective

2014                     : The Danish Agency for Science, Technology and Innovation, Network grant: 287.320 kr. Social Innovation Network (SIN).

 

Teaching

Teaching and supervising  in BA, MA & PhD levels in

  • Coordinator  of developmental psychology
  • Developmental psychology
  • Community psychology
  • Practice – analysis
  • Cultural Life Course Studies (2013, 2014, 2015 International Summerschools)

Invited speaker in 2015

Intervening in cultural life, April 2015, University of Neuchatel, Switzerland.  The children of Marta Muchow’s study, August 2015, Aalborg university, DK.  Children’s experience of their own development, October 2015, Catholic University of Salvador, Brazil. Doing social innovation research with public institutions, November 2015, University of Neuchatel, Switzerland.

Selected publications

Villadsen, J. & Hviid, P.  (2016). From Battlefield to Playground: A productive position for the future of psychology. Commentary. In M. Han & C. Cunha (Eds.)The Subjectified andSubjectifying Mind, Charlotte: IAP.

Hviid, P. & Villadsen, J. (2016). Guided Intervention – dynamics of the unique and the general. In G. Sammut, U. Flick, S. Salvatore (Eds.) Yearbook series on Idiographic Science, Hamburg: Springer

Dalgård, N.  & Hviid, P. (2016). Exploring the Transgenerational Transmission of Trauma in a Cultural Life Course Perspective. T. Sato, N. Mori & J. Valsiner (Eds.) Making the future: The Trajectory Equifinality Model in culture and psychology. Charlotte: Information Age Publishing.

Hviid, P. (2016) Legende liv og levende leg. [Playful life and alive play] Pædagogik - introduktion til pædagogens grundfaglighed, Ålborg: Systime.

Hviid, P. & Villadsen, J. W. (2016). Playing and Being – Imagination in the life course. In T. Zittoun & V. Glaveanu, (eds.) Handbook on Culture and Imagination. Oxford: Oxford University Press.

Villadsen, J.W. & Hviid, P. (2016). Children’s engagements in their institutional lives In C. Ringsmose & G. Kragh-Müller (Eds.) The Nordic Social Pedagogical Approach to Early Years Learning. Hamburg: Springer

Chaudhary, N., Marsico, P. Hviid, P. & Villadsen, J. (Eds.) (2016) Rhythms of Existence and Resistance. Delhi: Springer.

Klitmøller, J. Chimirri, N. & Hviid, P. (2015, in press). Special issue: Outlines – Critical Practice Studies.

Hviid, P. (2015). Fællesskab - at blive sig selv sammen med andre om noget fælles. [Community-to become oneself together with others] in O. Løw (Ed.) Klasseledelse Praktikbog 2 til læreruddannelsen. Akademisk Forlag.

Hviid, P. (2015). Borders in Education and Living– a Case of Trench Warfare.  Integrative Psychological and Behavioral Science (DOI) 10.1007/s12124-015-9319-1 

Hviid, P. (2015). Editorial. Outlines – critical practice studies. Vol 16; 1, p. 1-5. 

Wagoner, B. Chaudhary, N., Hviid, P. (Eds.) (2015). Integrating Experiences: Bodies and minds moving between contexts. Niels Bohr Professorship Lecture in Cultural Psychology. Charlotte: IAP

Wagoner, B. Chaudhary, N., Hviid, P.  (2015). Editors’ Introduction: Cultural  Psychology on the move. In: Wagoner, B. Chaudhary, N., Hviid, P. (Eds.) Integrating Experiences: Bodies and minds moving between contexts, pp. ix-xv. Niels Bohr Professorship Lecture in Cultural Psychology. Charlotte: IAP

Hviid, P. (2014). Editorial. Outlines – critical practice studies. Vol 15; 3, p. 1-3.

Hviid, P. (2014). Editorial. Outlines – critical practice studies. Vol 15; 1, p. 1-3.

Wagoner, B.; Chaudhary, N.  &  Hviid, P. (Eds.) (2014). Cultural Psychology and Its Future: Complementarity in a New Key. Niels Bohr Series Lectures. Charlotte: IAP

Wagoner, B.; Chaudhary, N.  &  Hviid, P. (2014).  Editors’ Introduction: Cultural Psychology Reborn. In B. Wagoner, N. Chaudhary, & P. Hviid (Eds.) Cultural Psychology and Its Future: Complementarity in a New Key. Niels Bohr Series Lectures.  Charlotte: IAP

Hviid, P. & Waag Villadsen, J. (2014). Cultural identities and their relevance to school practice. Culture & Psychology, Sage.

Hviid, P. (2013). Arbejdspapir om studenterlivsførelse og fremdrift. [Report on students everyday living and study-pace] Copenhagen: Institut for Psykologi, KU.

Hviid, P. & Plotnikof, M. (2013).  "Styringslaboratoriet": Eksplorativt samarbejde om meningsfulde organisatoriske forandringer - Erindringsværkstedet som eksempel ' Økonomistyring & informatik, vol. 28, nr. 4, s. 387 - 420.

Hviid, P. (2013). ' Så sagde vi, at 2 + 2 = 5, ikke?’: Om leg, børnekultur og undervisning . [‘Let’s pretend that 2+2 = 5’ On play, children’s culture and teaching], Gjallerhorn , 17, 50-60.

Hviid, P. & Nissen, M. (2013)  Editorial.  Outlines- critical practice studies, vol. 14, 1, p. 2 - 3.

Hviid, P. & Lima, C. (2012).  Læreplaner, evalueringspraksisser og identiteter: - et blik ind i styringsmaskinens indre. [Curriculum, practices of evaluation and identities] Oekonomistyring og Informatik, vol. 27,  3, 333 - 366.

Hviid, P. & Plotnikof, M. (2012) Nye muligheder for samarbejde i styring og organisering af dagtilbud? - En forskningsberetning om mangestemmige resultater fra laboratorier.  [New managerial practices of Daycare?] Copenhagen: CBS

Hviid, P. (2012). Aldersblandede grupper og udviklingsmuligheder i SFO’en. [Age-heterogeneous groups and developmental potentials in After School Institutions]. In :  P. Hviid & C. Højholt (Eds) Fritidspædagogik og børneliv, p. 45 - 77 Copenhagen: Hans Reitzels Forlag. (Re-published in Swedish 2015, Lund: Studentlitteratur.)

Hviid, P., Gammelgaard, K., Bak, S. (2012) Frihed og fritidspædagogik [Freedom and After School Pedagogy]  In :  P. Hviid & C. Højholt (Eds) Fritidspædagogik og børneliv, p. 161 – 192. Copenhagen: Hans Reitzels Forlag. (Re-published in Swedish 2015, Lund: Studentlitteratur)

Højholt, C; Hviid, P. (2012). Introduktion. [Introduction] In :  P. Hviid & C. Højholt (Eds.) Fritidspædagogik og børneliv. P. 9 – 20. Copenhagen: Hans Reitzels Forlag. (Re-published in Swedish 2015, Lund: Studentlitteratur)

Hviid, P. (2012). “Remaining the same" and children’s experience of development . In M. Hedegaard, K. Aronsson, C. Højholt & O. Ulvik (Eds.) Children, Childhood and Everyday life: Children's Perspectives. Information Age Publishing, Inc. p. 37 - 52.

Hviid, P. & Lima, C. (2011). ' Pædagogik, evaluering og evalueringsubehag ' Paedagogisk Psykologisk Tidsskrift, vol 48, 2, p.103-120.

Hviid, P. & Beckstead, Z. (2011). Dialogues about research. In M. Märtsin, B. Wagoner, E-L Aveling, I Kadianaki & L Whittaker (Eds.) Dialogicality in Focus: Challenges to Theory, Method and Application. Nova Science Publishers: New York, p. 147 - 163.

Hviid, P. (2010). Når børn udvikler sig i fællesskaber. [When children develop within communities]. I: U. Liberg; C. Schou (red) Fællesskab i forskellighed: Specialisering og det fælles i pædagogisk arbejde, p. 161-189 Copenhagen: Akademisk.

Hviid, P. (2009). Søskende i et børneliv på kryds og tværs. [Siblings across children’s everyday lives]. I: M. Hedegaard, J. Bang og P. Hviid: Børneliv på kryds og tværs, s. 74 – 101. København: BUPL rapport.

Hedegaard, M., Bang, J.; Hviid, P. (2009). Udforskning af børneliv i familie, skole og fritidsliv. [Researching children’s lives in family, school and leisure time].  I: M. Hedegaard, J. Bang og P. Hviid  (Research report) Børneliv på kryds og tværs, s. 4 – 12. Copenhagen: BUPL

Hviid, P.  & Zittoun, T. (2008). Editorial introduction : Transitions in the process of education. European Journal of Psychology of Education. Vol. 23, 2, pp. 121-130

Hviid, P. (2008). "Next year we are small, right?": Different times in children's development. European Journal of Psychology of Education. Vol. 23, 2, p.183-198.

Hviid, P. (2008). Børnenes leder - "Sej" eller "slap", In D. Cecchin (Ed.)  Pædagogfaglig ledelse: om ledelse af pædagogiske institutioner, p. 107-129. Copenhagen: BUPL.

Hviid, P. (2008) Om det særlige ved vuggestuen. Efterskrift i: At ruste børn til at møde verden: Om det særlige ved vuggestuen, p. 32-35. Copenhagen: BUPL

Hviid, P. (2008). Developmental interviews with children. In M. Hedegaard & M. Fleer, with J. Bang and P. Hviid (Eds.) Studying children: A Cultural-Historical Approach () London: Open University Press.

Hviid, P. (2004) Børns alsidige personlige udvikling. Bekendtgørelse om pædagogiske læreplaner i dagtilbud. Socialministeriet: www.minff.dk

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