The aim of this project is to examine how student teachers of physics create and negotiate subjectivities in relation to the physics culture both as students and as teachers and to identify how this process reproduces and/or challenges social inequalities. By making use of a feminist intersectional framework, this ethnographic study highlights the complexity of everyday social practices at one Swedish university. It provides crucial knowledge of the entanglements of teacher education in the reproduction of the physics culture, in terms of its exclusionary but also inclusive practices.

As a Cultural Analyst with a diverse international work experience, I am passionate about challenging norms and driving change in order to strive for more equality, inclusivity and diversity in groups, organizations and society at large. Having worked in business & marketing for a multinational company in Brazil and South Africa for six years granted me substantial skills in leadership and project management. My diverse background and experiences enables me to build bridges between different perspectives and people, especially between research and practice, academia and the world outside it. My research is interdisciplinary and explores the intersection between difference, identity and knowledge, drawing on post-structural, feminist and post-colonial theories. Learning with people and creating knowledge together are central aspects in my personal and professional life.