Catherine Hasse

Professor, Department of Education, Aarhus University, Denmark

Email: caha@dpu.dk

Cathrine Hasse is full professor in learning and technology and research program leader of the program Future Technologies, Culture, and Learning (FTCL), Aarhus University. She is furthermore an honorary professor in techno-anthropology at Aalborg University. Hasse has a long expertise in studying the connection between learning and materiality in cultural organizations with a special focus on technology, gender and educational settings ( including universities as workplaces). Her training as a cultural psychologist and anthropologist and her main study object (learning in natural science education) and interest in the methodlogy of participant observation have through many years of academic work steadily increased her insight in a wide variety of university disciplines. She has been the coordinator of many international projects entangling materiality, anthropology and cultural learning processes including Technucation-project, the Cultural Dimension of Science-project and the EU-project UPGEM (Understanding Puzzles in the European Map).

In recent years these insights have been contextualized by knowledge of  gained through her placement in several advisory boards and as former member of the board of the Danish University of Education. She has contributed as an evaluator of several university disciplines (including the interdisciplinary structures at Linköping University). Her present academic work is concentrated on how human leaning n is affected by new technologies such as sociable robots. She has theoreticaly for a long time been concerned with connecting Cultural Historical Activity Theory with postphenomenology and new feminist materialism. This work is a development of the theoretical foundations spelled out in her PhD. on “cultural learning processes” based on an empirical fieldwork ina physics institute where she followed a group of young male and female physicists’ students complex learning in physical space in their first years of study.

This project developed into a longitudinal study. She has followed the same group of students for more than 6 years. In her next project The Cultural Dimensions of Science she compared the effects of material artifacts on situated learning at university institutions in Denmark and Italy.

In  UPGEM she studied the diverse cultural models of the becoming of physicists  in a study , which compared the diversity in perceptions of ‘right’ or ‘wrong’ ways of being a (gendered) physicicist at university institutions in Denmark, Italy, Estonia, Finland and Poland. In her research work she takes a special interest in the relations between learning, materiality, gender in  workplace cultures – which she increasingly have come to analyse as ‘cultural ecologies’ where material matter is freezed out or included and transformed especially in workplaces including schools, University Colleges and Academia in general.

She is presently the coordinator of a project on the relation between workplace learning and technological literacy, Technucation, funded by the Danish Research Council. She is the author of several books on ethnographic methodology, and anthropologies of leaning, and has an international as well as Danish bulk of peer-reviewed journal articles in her portfolio, just as she is an active conference speaker on a number of conferences including conferences with broad interests in the development of teaching, learning, science and technology as well as universities and university disciplines.

Bio courtesy of Institut for Uddannelse og Pædagogik

Selected Publications

Books (in English and peer-reviewed),* 2016-2012

  • Hasse, C. (2016 forthcoming with contract). Posthuman Learning. London: Routledge.  Accepted and reviewed
  • Hasse, C. (2014) An Anthropology of Learning. On Nested Frictions in Cultural Ecologies. Doordrecht: Springer Verlag
  • Høyrup, S., Bonnafous-Boucher, M., Hasse, C., Lotz, M., & Møller, K. V. (2012). Employee-Driven Innovation: A New Approach. London: Palgrave Macmillan.

Articles (in English and peer-reviewed),* 2012-2015

  • Bruun, M.; Hasse, C.; Hanghøj, S. (2015) Studying Social Robots in Practiced Places. In: Techne: Research in Philosophy and Technology. 19(2) Pp.143-165
  • Hasse,C. (2015) Multistable Roboethics. In J.K.F. Berg Ihde Festschrift. New York: Rowan and Atkinson. Pp 235-265.
  • Hasse, C. (2014). The Anthropology of Learning and Cognition. In N. Seel (Ed.), The Cognitive Encyclopaedia of the Sciences of Learning, Hamburg: Springer. pp. 255-261
  • Hasse, C. (2014). The Anthropological Paradigm of Practice-based Learning. In  S. Billett, C. Harteis & C. Gruber (Eds.), International Handbook on Research in Professional and Practice-based Learning. Hamburg: Springer international. pp. 369-391.
  • Hasse, C. (2014). The material co-construction of hard science fiction and physics. In Cultural Studies of Science Education. 10 (4) pp. 921-940.
  • Wallace, J. and Hasse C. (2014) Situating technological literacy in the workplace. In New Frontiers in Technological Literacy. (J.Dakers ed.) London: Palgrave Macmillan.pp. 153-164
  • Hasse, C. (2013b). Artefacts that talk: Mediating technologies as multistable signs and tools. Subjectivity, 6, 79-100
  • Hasse, C. (2013) Breaking into the lab. Cultural Studies of Science Education (September) Vol. 21(4). Pp.611-613.
  • Hasse, C. (2012). Gender in innovative techno fantasies. In Schilhab, T., Frederik, S., & Terrence, D. (Eds.), The symbolic species evolved. Chapter 14.(pp. 263-281). Springer Science+Business Media B.V. (Biosemiotics Bookseries, Vol. 6).
  • Hasse, C. (2012). The anthropology of learning and cognition. In Seel, N. (Ed.), The cognitive encyclopedia of the sciences of learning. (pp. 255-261). Hamburg: Springer.
  • Hasse, C., & Sinding, A. B. (2012). The cultural context of science education. In Jorde, D., & Dillon, J. (Eds.), Science education research and practice in Europe . (1. ed.) Chapter 11.(pp. 237-252). Rotterdam: Sense Publishers. (Cultural perspectives in science education, Vol. 5).
  • Hasse, C., & Brandi, U. (2012). Employee driven innovation: from spontaneous idea generation to new collective practices. In Høyrup, S., Hasse, C., Møller, K., Horst, M., & Bonnafous, M. (Eds.), Employee-driven innovation. Chapter 7.(pp. 127-149). New York: Macmillan Publishers Limited.
  • Hasse, C. (2012). Psychological anthropology. Mind, Culture, and Activity, 19(4), 385-387.

LCHC Related Publications

Back to People Directory

Print Friendly, PDF & Email