• Participation, Identity, and Power (7.5 credits)
• Identity in Health and Illness (7.5 credits)
• Human Rights and Education (7.5 credits)
• Diversity Studies I (30 credits)

How can we write of the encounters that shape human experience, where sensation and relation emerge in subtle, often imperceptible ways? How do we attune ourselves to the dynamics of affect, the resonances of touch, and the silences that hold as much meaning as spoken words? What does it mean to listen to the unfolding of stories that resist linearity and invite us into a relational web of becoming?

My dissertation explores these questions through the lives of migrant women, whose experiences illuminate the complex interplay of affect, touch, listening, and narrating. These dimensions are not discrete but entangled, forming a relational fabric that reflects the shifting, emergent nature of their lived realities. The project foregrounds the ways in which bodies, voices, and spaces interact, generating moments that are at once deeply personal and profoundly connected to broader social and cultural contexts. 

Guided by creative-relational inquiry, and informerd by postqualitative philosophies, this dissertation engages with a mode of writing that does not seek resolution but instead remains open to the multiplicity and fluidity of relational life. Drawing from thinkers such as Gilles Deleuze, Félix Guattari, Rosi Braidotti, and Brian Massumi, this project offers a way of writing that attends to the subtle forces and connections that shape the lives of migrant women without reducing their experiences to predetermined frameworks. This work challenges traditional approaches to research and storytelling, proposing instead a practice of attunement - an ethical and creative engagement with the relational worlds that unfold in the lives of those in motion.

This project will resonate with those engaged in transdisciplinary research, creative inquiry, and poststructural philosophies. It offers a less traditional perspective on storytelling and research as practices that honor the complexity, subtlety, and relationality of migration narratives.

 

A selection from Stockholm University publication database

• Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity

  2022. Klas Roth (et al.). Educational Philosophy and Theory 54 (8), 1147-1161

  Article

  Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key (see Peters et al., 2020) from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price.

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Show all publications by Fariba Majlesi at Stockholm University