Stridsberg, H., Backström, M., Bruzzone, S. 2021. The Double Role Tango Movement in Sweden: A Queer and/or Feminist Project?. In: Bachelor, R., Havmoller B., Plaschinski, M. eds. Queer Tango Futures: Dancing for Change in a Post-Covid World. [Online]. Birthe Havmoller /, pp. 65-95.
Download as ePub or PDF here:   

Stridsberg, H 2020, ”Conversations sur la pédagogie féministe et le tango argentin à La Colline des femmes”, Funambule, n°15, pp. 105-117.

Stridsberg, H forth coming, ”Samtal om feministisk pedagogik och tango på Kvinnohöjden”, chapter in members' anthology celebrating the 30th anniversary of Kvinnohögskolegruppen.

Stridsberg, H. 2018. Pédagogie(s) féministe(s) en dansePratiquer, (se) former (aux), (re)penser et questionner les pédagogies émancipatrices - Actualités et débats, 8-9 June, ESPE - Académie de Paris, Université Paris-Sorbonne, Paris.


Pédagogie(s) féministe(s) en danse : à propos d’une pratique de tango à Kvinnohöjden [Feminist Pedagogies in Dance. The example of Argentine Tango and Womens' Community at Kvinnohöjden], Master thesis in Dance, Université Paris 8, 2018


This study addresses the notion of feminist pedagogy in the field of dance, by focusing on the practice of argentine tango at the Swedish feminist school "Women's Hill" (Kvinnohöjden). Based on participatory observation and interviews with participants and facilitators of tango courses in this context, the study questions the learning and teaching of argentine tango within a feminist and women separatist environment. The aim has been to characterize the dance-pedagogic process taking place in a community that adopts feminist values and methods of being-together. Is it possible to talk about a feminist pedagogy for dance in this context? Which elements composes such a pedagogy and how does it impact on the people engaging in it? Based on a theoretical corpus in between dance research, gender studies and educational science, the study examines in what ways and conditions dance in general and the argentine tango in particular can be part of feminist (or emancipatory) learning processes. The work provides some analytical tools to explore the integration of dance- and feminist practices.