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  • 1.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Autobiografias Testimoniales2010In: GéneRos, ISSN 1405-3098, Vol. 2, no 7, p. 121-135Article in journal (Refereed)
    Abstract [en]

    This article aims a critical reading of autobiographies, particularly from a feminist point of view.  But also, on how interpret narrations as witness in society. The text follows a biography Behind my mother’s street by Alexandra Pascalidou, A literal piece, in which the author tells about her feelings and experiences into being immigrant. In other words, about racism in Sweden. A possible conclusion is that immigrant’ s and women’s integration in the Swedish labour market is coloured by racial discrimination. However the emancipation’ struggle is not yet accepted in juridical’s level.

  • 2.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS).
    Candomblé:: a Study on Afro-Brazilian Identity1998In: Corriente del Golfo : Revista Noruega de Estudios Latinoamericanos, ISSN 0804-7303, no 3-4, p. 221-241Article in journal (Refereed)
  • 3.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Doing autobiographies: a critical approach2009Conference paper (Other academic)
    Abstract [en]

    My point of departure is that feminist research has to have an emancipatory ambition. This paper aims to reflect around self biography as method. Biographies are testimonies from different angels of experiences, including testemonies. Postcolonial feminist theories criticism about west biographical texts focus on a critique in that often use biographical works, which are excluded from the History. On the other way highlight this standpoint on differential self biographies, as a form into positioning on marginalization, and in different contexts. The ambition with this paper is to analyse a couple self biographies written by immigrants. But when I develop the analysis of it’s I will involve my voice in the middle of their. It because, my ambition is to highlight contextualize these works in a critical understanding about “situated knowledge”.

     

     

  • 4.
    Cuesta, Marta
    Department of Social Anthropology, Lund University, Lund, Sweden.
    Duality! A way of living: The role of the intellectuals in the construction of Candomblé identity1993In: Research report / Department of Sociology, Lund University, ISSN 1403-5936, p. 1-14Article, review/survey (Refereed)
  • 5.
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Feminism som pedagogiskt projekt2008Conference paper (Other academic)
    Abstract [sv]

    Den här texten syftar till att reflektera över rollen feminism(er) har på universitetsundervisningen. Målsättningen är att erbjuda en kritisk översikt över hur feministisk teori och praktik samspelar i relation till undervisning – kunskapsproduktion. Mina egna erfarenheter om att undervisa på universitet ligger som fokus på det empiriskt materialet. Ambitionen att förmedla mina egna erfarenheter kan tyckas vara en självupptagen resa, men min önskan ligger i att öppna nya diskussionskanaler kring ämnen som fortfarande kan uppfattas som känsliga, nämligen i anknytning till sexistiska och rasistiska upplevelser i lärosalar eller i undervisningssituationer.

  • 6.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Feministisk konst och motstånd”: En studie om (genus)nätverken inom konstaktivism2009Conference paper (Other academic)
    Abstract [sv]

    I denna artikel kommer att reflekteras om konstaktivister kopplade till migrationsprocesser med fokus på fallstudie som metod; dels genom att bearbeta olika konstnärers livsberättelser, dels genom att analysera deras konstverk samt dokumentera deras diasporanätverk. Texten koncentreras kring följande frågeställning: Hur förhåller sig konstfeminister till konstvärlden generellt och till kvinnor i konstvärlden specifikt? Vilka strategier utvecklar gruppen i gränslandet mellan å ena sidan deras feministiska visioner och å andra sidan deras erfarenheter av diaspora?  Under vilka villkor tolkas och förmedlas deras konstproduktion?

  • 7.
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Feminists about feminism: methodological considerations2012Conference paper (Other academic)
    Abstract [sv]

    I denna artikel reflekteras om förståelsen av feminism som rättviserörelse. Vilket innebär en kunskapsproduktion som bygger på en interaktion mellan teori och praktik. Och som också inkluderar en kritisk självreflektion kopplade till materialinsamlingen, som utgångspunkt.

  • 8.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Flowers to the Ocean: A study of everyday practices, rituals and identity in Candomblé.1997Book (Other academic)
  • 9.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Genus och den emancipatoriska pedagogiken: Undersöker motsägelser och motsättningar i den dagliga interaktionen med studenter och kollegor, ur ett feministiskt perspektiv2005Other (Other academic)
  • 10.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    How to interpret autobiographies2011In: Razón y Palabra, ISSN 1605-4806, E-ISSN 1605-4806, Vol. 16, no 76, p. 9-Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to reflect on how to read autobiographical texts. The major ambition is to make a point about the political meaning of testimonies.

  • 11.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Kolonisering… en röst och priset för integration2006Manuscript (preprint) (Other academic)
    Abstract [sv]

    Artikeln behandlar en självbiografisk berättelse om genus och (diaspora) gemenskaper, ur ett postkolonialt feministiskt perspektiv.

  • 12.
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Nationsbiografier2012Conference paper (Other academic)
    Abstract [sv]

    Denna artikel bygger på en näraläsning av Nira Yuval-Davis textproduktion, i syftet att reda ut hennes bidrag till kritiska studier – med särskilt fokus på debatten om konstruktionen av nationen och dess implicita innebörd i termer av processer och praktiker, relaterade till ett genus och tillhörighets politik.

  • 13.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Pedagogía de Género. Conocimientos críticos: Refleccione sobre la enseñanza en la universidad de Suecia2011In: GénEros, ISSN 1405-3098, Vol. 3, no 10, p. 1-12Article in journal (Refereed)
    Abstract [es]

    Este artículo trata sobre la articulación entre “teoría y práctica” (pedagogía de género) en relación a la tarea de aulas. El material usado se basa en mis experiencias personales como profesora en las Universidades de Lund y Halmstad, Suecia. Una conclusión encontrada es que “hacer género” en aulas implica distintas interpelaciones, todas basadas en un diálogo consciente y en un intercambio de experiencias. Situaciones que revitalizan cuestionamientos y hacen necesario romper barreras de silencios y evidenciarlas. Además de que sus testimonios, representan vivencias sobre visiones y opiniones acerca de la igualdad de género.

  • 14.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Postkoloniala röster: om diaspora, mainstream och motstånd2011Book (Other academic)
    Abstract [sv]

    I denna studie kommer begreppen röster, territoriet och testimonier att nyanseras och tillämpas via kritiska reflektioner av diasporarepresentationer. Syftet är att belysa skildringar av ”olikheter” (kön/sexualitet/ras/etnicitet/klass/nationalitet/ etc.) ur postkoloniala och feministiska ståndpunkter. Ambitionen med studien, inklusive val av materialet, syftar till att illustrera spänningar mellan offentliga respektive vardagliga diskursiva berättelser av och om diaspora.

  • 15.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Röster och motstånd: En studie om (genus)representationer inom hiphop2007Conference paper (Other academic)
    Abstract [en]

    Denna artikel behandlar begrepp (genus)motståndet, som illustreras med utgångspunkt i texten ”A Woman's World” skriven av Nabila Abdul Fattah. Ambitionen är att kunna kritiskt resonera om hur ”testimonier” av marginalisering synliggörs i form av (protest)röster i det svenska samhället. Detta med fokus på en diskussion av ”representationer av olikheter”, ur postkoloniala feministiska teorier.

  • 16.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    (Själv)biografisk subversion2010In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, no 4, p. 72-75Article in journal (Refereed)
  • 17.
    Cuesta, Marta
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Solidaridad transnacional: Narrativa feminista2016In: Interpretextos, no 15, p. 49-66Article in journal (Refereed)
    Abstract [es]

    El objetivo de este artículo es reflexionar sobre la narrativa feminista decolonial como testimonio de prácticas feministas transnacionales. Poniendo particularmente foco en que tipo de preguntas se priorizan y que tipo de alianzas se establecen en marcos de solidaridad transnacional.  El texto parte de una mirada dialéctica basada en el discurso de análisis crítico como metodológica, a través del cual se interrelacionan referencias teóricas y relatos de prácticas feministas concretas (textos y contextos), en forma interdependiente.  De esta manera se puede afirmar que el feminismo decolonial revitaliza la narrativa feminista desde un planteo transgresor y pluralista. 

  • 18.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    The centrality of gender and identity in Candomblé: a reflection about religion, gender and society1997In: Universidad Nacional de Montevideo/Ibero America Institutet (red.) La Ciudadania en el Mercosur, Ibero America InstitutArticle, review/survey (Other academic)
  • 19.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Vardagssamtal mellan kvinnor: feministiska reflektioner kring berättandet2003In: Mer än bara kvinnor och män: feministiska perspektiv på genus / [ed] Diana Mulinari, Kerstin Sandell, Eva Schömer, Lund: Studentlitteratur , 2003, p. 119-136Chapter in book (Other academic)
  • 20.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    ”Vi är inte vagabonder": Om gemenskaper och dess emancipatoriska krafter2010Conference paper (Other academic)
    Abstract [sv]

    I den här artikeln kommer att diskuteras om ”tillskrivna” respektive ”motstridiga” gemenskaper, mer specifik gemenskaper som utvecklas kring solidaritets aktioner. Detta med syfte av att identifiera, i beskrivningar om samspel mellan den hegemoniska agendan respektive motståndsagendan.

     

  • 21.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Voces de Resistencia: Un estudio sobre género y hiphop2009In: GénEros, ISSN 1405-3098, Vol. 2, no 3, p. 75-89Article in journal (Refereed)
    Abstract [es]

    Este artículo discute acerca del rol de la “resistencia de género” como forma de protesta testimonial, sobre la discriminación y marginalización (género y etnicidad) en la sociedad sueca.  Como ejemplo ha analizar voy a usar canciones y textos de protesta escritos por Nabila Abdul Fatta, asi como tambien entrevistas con la misma. Textos los cuales podrian inscribirse dentro del debate sobre “género y diferencia” desde una perspectiva feminista y antirasista. El artículo dessarrolla y discute temas centrales acerca de la discriminación (género y etnicicdad) en la sociedad sueca, asi como tambien del rol que el rap feminista y antirasista ocupan en la misma. Esto a partir de demostrar como la voz de Nabila describe, interpreta y representa a un colectivo (género, etnicidad) y de como el rap femenino (poniendo a Nabila como ejemplo) se apropia de espacios públicos transformandolos apartir de sus protestas.

  • 22.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    VOICES and TERRITORIES: A Critical Study on Representation of Diaspora2008In: Razón y Palabra, ISSN 1605-4806, E-ISSN 1605-4806, Vol. 13, no 61, p. 1-20Article in journal (Refereed)
    Abstract [en]

    This article treats two exhibitions (Voces - a multimedia part within the greater exhibition “Forum Barcelona”, Spain) and (Territories a nomadic exhibition shown at the “Art Museum” in Malmö, Sweden). My aspiration is to critically discuss issues concerning “mainstream representations of diaspora” in a contextual understanding, from a postcolonial and feminist perspective.

  • 23.
    Cuesta, Marta
    University of Gothenburg, Gothenburg, Sweden & Universidad de Montevideo, Montevideo, Uruguay.
    Welcome to Candomblé: A discussion about religion, ethnicity and global process1996In: Research report / Department of Sociology, Lund University, ISSN 1403-5936, p. 1-17Article, review/survey (Refereed)
  • 24.
    Cuesta, Marta
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Rydin, Ingegerd
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Witt, Ann-Katrin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Innovative Pedagogical Methods in Higher Education2013Conference paper (Refereed)
    Abstract [en]

    The objective of this paper is to critically reflect about the results from a pilot study, in which Facebook was used as a co-learning community. A communicative tool or arena for discussing educational matters in order to facilitate for students with diverse backgrounds to reach better understanding on academic culture and knowledge production. In the pilot study we worked with a “consciousness-raising” pedagogy for encouraging and supporting students to cooperate with each other, and by the use of Facebook as a platform. The development of these pedagogical view and method can be seen as providing equal opportunities, by generating better results in higher education studies. The project is supposed to contribute to knowledge concerning more profound issues associated to ideas of democracy and empowerment connected to change and development in academic cultures. The central questions to be answered are: What means by “co-learning community” by Facebook? How does this tool stimulate students to be more confident and as a consequence, reach a better understanding about the ways into “break down” obstacles, in terms of academic cultural codes? How does it is expressed by the students in terms of benefit?

  • 25.
    Cuesta, Marta
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Rydin, Ingegerd
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Witt, Ann-Katrin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Using Facebook as a Co-learning Community in Higher Education2016In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 41, no 1, p. 55-72Article in journal (Refereed)
    Abstract [en]

    Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habituscracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis

  • 26.
    Cuesta, Marta
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Liinason, Mia
    Lund University, Lund, Sweden.
    Acting against injustices: Exploring practices, strategies and visions within third wave feminist activism in Sweden2012Conference paper (Other academic)
    Abstract [sv]

    I denna artikel undersöks det sammanhang gentemot vilket tredje vågens feminism i Sverige tar plats. Det kommer att handla om feminism, men också om Sverige som nation, och dess samhällspolitiska kontext.

  • 27.
    Cuesta, Marta
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Liinason, Mia
    Göteborgs universitet, Göteborg, Sverige.
    Emancipation genom politisk handling2015In: Utvägar: Feministiska allianser för en solidarisk framtid / [ed] Edda Manga & Rebecca Vinthagen, Stockholm: Ordfront förlag, 2015, p. 176-182Chapter in book (Refereed)
  • 28.
    Cuesta, Marta
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Liinason, Mia
    University of Gothenburg, Gothenburg, Sweden.
    Interconnections: Narrating Nordic feminisms2018In: Labrys, ISSN 1676-9651, Vol. 31, p. 1-21Article in journal (Refereed)
    Abstract [en]

    This article examines different narratives of feminism in the Nordic region, drawing on a variegated material collected during ethnographic fieldwork with feminist actors. At first, we examine how women and lgbt feminists of color navigate and negotiate everyday space in a struggle against racism, transphobia, misogyny and islamophobia, and suggest that these enactments shape a narrative of feminism around a logic of interconnections. Then, we explore the logic of a current influential developmental narrative of Nordic feminism as a forerunner on a global arena. Here, we offer a set of autoethnographical vignettes to highlight and explore the key logics such a narrative relies upon. We propose that a feminist narrative of interconnections illuminate another narrative logic than the developmental logic currently influential in narrations of Nordic feminisms. Creating linkages to historical memory and to the present multiplicity of relations of power, we suggest that a feminist narrative of interconnections opens up new political questions and new feminist agendas in this context. We use these discussions to illuminate a shift in the relationship between civil society and the state in this context and suggest that a methodology of histories as connected fruitfully can capture these changes, due to its possibility to bridge, and attend to, the ambivalence inherent in history as multiple.

  • 29.
    Cuesta, Marta
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Lundström, Catrin
    Department for Studies of Social Change and Culture (ISAK), Linköping University, Linköping, Sweden.
    Transversal Borders and Boundaries : The Politics of Belonging: Intersectional Contestations2013In: NORA: Nordic Journal of Feminist and Gender Research, ISSN 0803-8740, E-ISSN 1502-394X, Vol. 21, no 2, p. 164-167Article, book review (Refereed)
  • 30.
    Cuesta, Marta
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Mulinari, Diana
    University of Lund, Lund, Sweden.
    The bodies of others in Swedish feminism2018In: Gender, Place and Culture: A Journal of Feminist Geography, ISSN 0966-369X, E-ISSN 1360-0524, Vol. 25, no 7, p. 978-993Article in journal (Refereed)
    Abstract [en]

    The body – or, more specifically, women’s bodies – has long been one of feminism’s central topics. This discussion has ranged from explorations of the cultural meaning of biology to the challenging of classification systems regulating bodies not only culturally coded as female or male but also understood through race regimes. This article seeks to explore the location of bodies within Swedish feminism, examining how women’s bodies are understood, designated and acted upon in feminist agendas. Our focus is on the location that bodies take in political conflicts among and between feminists. In particular, we explore the impact of the presence of black bodies within the field of Swedish feminism. On a theoretical level, this article bridges decolonial feminist contributions of Black, Chicano and Latin American feminist thought on the body. The research methodology combined autoethnography with feminist ethnography, including an analysis of 25 narratives of young feminist activists engaged in public resistance against, and confrontation with, the growing presence of right-wing xenophobic social movements and political parties in the public sphere. © 2018 Informa UK Limited, trading as Taylor & Francis Group

  • 31.
    Cuesta, Marta
    et al.
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL), Sustainability, Innovation and Management in Building (SIMB). Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Rämgård, Margareta
    Malmö University, Malmö, Sweden.
    Intersectional Perspective in Elderly Care2016In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 11, article id 30544Article in journal (Refereed)
    Abstract [en]

    Earlier research has shown that power relationships at workplaces are constructed by power structures. Processes related to power always influence the working conditions for (in this study in elderly care) the working groups involved. Power structures are central for intersectional analysis, in the sense that the intersectional perspective highlights aspects such as gender and ethnicity (subjective dimensions) and interrelates them to processes of power (objective dimension). This qualitative study aims to explore in what way an intersectional perspective could contribute to increased knowledge of power structures in a nursing home where the employees were mostly immigrants from different countries. By using reflexive dialogues related to an intersectional perspective, new knowledge which contributes to the employeés well-being could develop. Narrative analysis was the method used to conduct this study. Through a multi-stage focus group on six occasions over six months, the staff was engaged in intersectional and critical reflections about power relationship with the researchers, by identifying patterns in their professional activities that could be connected to their subjectivities (gender, ethnicity, etc.). The result of this study presents three themes that express the staffs experiences and connect these experiences to structural discrimination. 1. Intersectionality, knowledge and experiences of professionalism, 2. Intersectionality, knowledge and experiences of collaboration, 3. Intersectionality, knowledge and experiences of discrimination. The result demonstrates that an intersectional perspective reinforces the involved abilities, during the conversations, into being clear about, for example, their experiences of discrimination, and consequently developing a better understanding of their professionalism and collaboration. Such deeper reflections became possible through a process of consciousness-raising, strengthening the employee’s self-confidence, in a positive way. © 2016 M. Cuesta.

  • 32.
    Cuesta, Marta
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Witt, Ann-Katrin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    How Gender Conscious Pedagogy in Higher Education Can Stimulate Actions of Social Justice in Society2014In: Journal of Social Inclusion, ISSN 1836-8808, Vol. 2, no 1, p. 12-23Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to show examples from a study, and reflect on, how teaching with a gender perspective (gender conscious pedagogy) in higher education can support students to be confident about gender matters and as a consequence of this, become gender actors outside the university and in private and working life.

  • 33.
    Holmquist, Mats
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Cuesta, Marta
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Delrapport: Trygg Hemtjänst Hemvårdsförvaltningen, Halmstad kommun: Innovationsmodell för kompetens- och verksamhetsutveckling2018Report (Other academic)
  • 34.
    Karlsson, Staffan
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Arvidsson, Susann
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Cuesta, Marta
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Millberg German, Lena
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Nilsson, Caroline
    Varbergs kommun, Varberg, Sverige.
    HICube Kompetenta vården, Delrapport: Välfärdsteknik ur ett etiskt perspektiv, Varbergs kommun2018Report (Other academic)
  • 35.
    Liinason, Mia
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Cuesta, Marta
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Gränsdragningar och överskridanden: Feministisk aktivism som hoppets politik2016In: Gränser, mobilitet och mobilisering : Boundaries, mobility and mobilisation, 2016Conference paper (Refereed)
    Abstract [sv]

    Med utgångspunkt i ett två-årigt etnografiskt fältarbete med feministiska aktivistiska grupper i Sverige har vi undersökt vilken förändring feministiska aktivister syftar till att åstadkomma, vilka frågor de driver och hur de utövar och stärker sin kamp. Genom sina heterogena protester riktade grupperna vårt intresse mot två dominanta narrativ i Sverige idag: nyliberalismen och nationen. Feministiska aktivisters mångfacetterade kritik av dessa narrativ går att förstå som ett tänkande och handlande från gränsen, där geografiska, kunskapsmässiga, politiska och sociala gränser synliggörs, förhandlas och omförhandlas i en feministisk dekolonial kamp mot modernitetens och kapitalismens kontinuerliga expansion. I sin kamp utmanar och förändrar feministiska aktivister samhället, men de förändrar även våra förståelser av makt och våra relationer till varandra. Som ett resultat av fältarbetet publicerade vi under våren 2016 boken Hoppets politik (Makadam förlag). I boken ifrågasätter vi det rådande antagandet om feminism som en fragmenterad och/eller försvagad rörelse och visar istället hur feministiska aktivisters sammansatta protester mot kopplingarna mellan sexism, cis/heteronormativitet, rasism och kapitalism gör det möjligt att bygga allianser inom feminism, samtidigt som gränsdragningar, liksom viljan att överskrida gränser, fortfarande har en central funktion inom feministisk kamp. Mot bakgrund av analyserna i boken vill vi i den här presentationen ge några exempel på hur detta tänkande och handlande från (den andra sidan) gränsen kommer till uttryck inom feministisk aktivism idag.

  • 36.
    Liinason, Mia
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Cuesta, Marta
    Hoppets politik: Feministisk aktivism i Sverige idag2016 (ed. 1)Book (Refereed)
  • 37.
    Liinason, Mia
    et al.
    Centre for Gender Studies, Lund University, Sweden.
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Subjective emotions, political implications: Thinking through tensions and contradictions in feminist knowledge production2014In: Ex aequo - Portuguese Journal of Women's Studies, ISSN 0874-5560, no 29, p. 23-38Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to problematize the social and emotional dimensions of the research process, guided by the following questions: How can we understand our own implication in the research process, in situations of personal interaction, as well as in terms of wider relationships of power? How do we balance the relationship with the research participants so that we as researchers and as feminists establish trust in our interactions, and act in an accountable way in relation to our research participants? And, what is the role of emotions in this context: can we reach a deeper understanding of these complex processes by paying attention to contradictions when subjective desires and collective goals are not in agreement, for example?

  • 38.
    Witt, Ann-Katrin
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Gender consciousness in the classroom generates social justice and democracy outside it2012Conference paper (Other academic)
    Abstract [en]

    In order to reflect about methods that can generate social justice and democratization, this article emphasises on practical implementations, connected to gender pedagogy. Gender pedagogy aims at overcoming the myth of objectivity, and by questioning through teaching what is considered as common sense and ‘normal’. Studying gender in the classroom entails therefore, acting and reflecting on breakthroughs, for example about an understanding of how gender codes influence everyday instances as well as working life. The collected data is based on narratives from alumni students who were asked to memorise and reflect on their gender studies and particularly about how useful this type of knowledge is in connection with everyday and working life - as politician, lecturer, IT-manager, doctoral student etc. The aim of this article is to focus on how teachers support students to be gender confident and as a consequence of that, becoming gender actors outside the university, in working life. Some central questions are: how are gender issues represented and integrated in the different areas of studies; what can teachers do in order to generate equality in the classroom; in what way and how are students given possibilities of understanding, internalizing and discussing gender issues. Our experiences as lectors, especially in gender studies, play a central role.

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