What makes hygge-happy Danes, their humour, society and language so 'special'? Explore useful insights and toe-curling incidents with professor emeritus Lita Lundquist, language and humour researcher at Copenhagen Business School, and British-born, Danish-based Helen Dyrbye, freelance proofreader/translator and principal author of The Xenophobe's Guide to the Danes - while learning to navigate humour better in international waters. "Enjoyable and amusing reading. Backed by meaningful qualitative research, it reaches a broad audience. Anyone dealing with people from other nationalities in formal and working settings may benefit from the reflections expressed in this book." The European Journal of Humour Research.

A collection of international jokes and humorous anecdotes.

A guide to understanding the Danes that highlights their character and behaviour with warmth and wit.

This collection demonstrates the usefulness of approaching texts—verbal, visual and aural—through a framework of humour. Contributors offer in-depth discussions of humour in the West within a wider cultural historical context to achieve a coherent, chronological sense of how humour proceeds from antiquity to modernity. Reading humorously reveals the complexity of certain aspects of texts that other reading approaches have so far failed to reveal. Humour in the Arts explores humour as a source of cultural formation that engages with ethical, political, and religious controversies whilst acquainting readers with a wide range of humorous structures and strategies used across Western cultures.

Introduces the geography, history, economics, culture, and people of the Mediterranean country of Denmark.

Education is always evolving, consistently with a society in flux. So transformations in learning and pedagogy are necessary. These endless, rapid changes in pedagogy influence students and educators in a variety of ways and awake diverse emotions, from happiness to fear, from joy to anger. Emotions are proven to influence the ways students interact with the world. In the present book, the authors reflect on emotions and education from multiple perspectives: the socio-cultural perspective that looks at interactions among individuals, the creation and recreation of the self and others, the study of collaboration, change processes (transformative learning) and aesthetic and creative learning processes. The purpose of this volume is to reflect on students’ and educators’ emotional responses. The construction of a safe, stimulating learning climate is essential in innovative learning processes - emotional interactions, student-teacher relations and student-student interaction lay the foundation for collaboration and deep learning. The present book offers empirical documentation and theoretical reflections on how pedagogical and educational changes might challenge or facilitate learning for students and educators.