The focus of my work is the analysis of power relations and experiences in the intersections of gender, sex and sexuality with understandings of national ascriptions and belongings. I locate this work in organizations of knowledge production and national inscription such as schools and universities.  In my earlier research, I have worked on negotiations of national belonging, children with LGBTQI+ parents and their experiences at school within a European project, equity work in academia and educators' strategies for LGBTQI+ justice work in schools.

Theoretically and methodologically, I place my work the field of intersectional trans- and queer-feminist education research in conversation with post- and decolonial knowledge production.

In my recently completed project, funded by the Swedish Research Council, I met young and young adult trans and nonbinary people in an interview study about their experiences in school. In this first research study on the topic in Sweden, a number of tensions become apparent between students' questioning of traditional understandings of sexuality and gender, and schools’ sometimes authoritarian reproduction of binary gender in both social interaction, pedagogy, subject knowledge and administration. At the same time, when schools work for less cisnormative teaching students' study conditions improve.