Alba Castellsagué
Biographic Data
| ID | 3080232 |
|---|---|
| NAME | Alba Castellsagué |
| GIVEN NAMES | Alba |
| FAMILY NAME | Castellsagué |
| SIGNATURE | CASTELLSAGUÉ A |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-7625-6876 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Radical Alternatives or Ambivalent Engagements? Reflections on Post-development from the Global South
Post-Development from the Global South: Radical Alternatives or Ambivalent Engagements?
Cooperación universitaria y género: En la encrucijada de la Agenda 2030
La agenda del desarrollo global se ha transformado en la última década, como consecuencia del impacto limitado y la crisis de legitimidad de la Agenda del Milenio y la transformación de las dinámicas globales de la geografía del desarrollo. A través de una exhaustiva revisión de literatura especializada, este artículo analiza el papel del género y las universidades en el nuevo escenario de la cooperación española. Los autores examinan el proceso …
Progress and challenges of gender mainstreaming in Spanish university cooperation for international development: The technical staff’s viewpoints
Purpose Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development. Design/methodology/approach Following a qualitative methodological strategy, this paper identifies the potentialities and challenges of this perspective from the point of view…
Like an invisible hand”: Gender in university cooperation for international development in Spain
International development cooperation has been strongly influenced by gender mainstreaming. Recently, feminist cooperation and aid policies have emerged in different countries, calling for a change in approach. In Spain, universities are important actors in international development, not only by ratifying their commitment to the 2030 Agenda, but also by leading projects and educational actions towards the Sustainable Development Goals. Neverthele…
The rhetoric of return: Mingma or the contradictions of development in Nepal
Leaving for the city or going abroad to study, to later return and contribute to the development of the village. This notion is what we propose here as the rhetoric of return, a polysemic concept that is central to the narrative of development and education in Nepal. The migratory trajectory of Mingma, a young Sherpa who grew up in Sikkim (India), questions this notion based on her experience of returning to Gaun (Nepal), her family's village. He…
Development, education and gender: Challenging the empowerment rhetoric from an ethnographic study in rural Nepal
Education and gender have become central issues within development discourses and practices in Nepal, under the powerful idea that school enables equality for women, collective wellbeing, and the nation’s development. While hegemonic approaches to development are being increasingly challenged, critical contributions focusing on the education-gender intersection are still scarce. Drawing on data from an ethnographic research in a Himalayan village…
Schooling and development: Global discourses and women’s narratives from Nepal
Education is a privileged area of the dominant development model in Nepal, specifically focusing on women in rural areas. This article analyses the discursive construction of development and education categories in Nepal by exploring the narratives of Nepali women on education and development as lived experiences. It shows how global and institutional discourses are internalised by people as outcomes of cognitive imperialism but it also reveals h…
La retórica del retorno: Mingma o las contradicciones del desarrollo en Nepal
Marcharse a la ciudad o al extranjero a estudiar para después volver y contribuir al desarrollo del pueblo. Esta idea constituye lo que proponemos como retórica del retorno, un concepto polisémico y central en los discursos del desarrollo y la educación en Nepal. La trayectoria migratoria de Mingma, una joven sherpa que ha crecido en Sikkim (India), problematiza estas ideas a partir de una experiencia de retorno a Gaun (Nepal), el pueblo de su fa…
Views, events, and debates
Nomadisme dels pobles gitanos? Formació en situ amb estudiants del segon cicle a Romania
Existeix un ampli debat sobre la pràctica de nomadisme històric i contemporani als estats europeus. El que ens ocupa però, no és la tradició nòmada de diversos grups gitanos, ni les manifestacions o processos contemporanis de mobilitat, sinó més aviat la "nomadització de la cultura gitana" i alhora la tendència d'etnicització (o racialització) del nomadisme. A partir de tres casos i una primera exploració de la literatura sobre la història de la …
Development, education and gender: Challenging the empowerment rhetoric from an ethnographic study in rural Nepal
Education and gender have become central issues within development discourses and practices in Nepal, under the powerful idea that school enables equality for women, collective wellbeing, and the nation’s development. While hegemonic approaches to development are being increasingly challenged, critical contributions focusing on the education-gender intersection are still scarce. Drawing on data from an ethnographic research in a Himalayan village…
Schooling and development: Global discourses and women’s narratives from Nepal
Education is a privileged area of the dominant development model in Nepal, specifically focusing on women in rural areas. This article analyses the discursive construction of development and education categories in Nepal by exploring the narratives of Nepali women on education and development as lived experiences. It shows how global and institutional discourses are internalised by people as outcomes of cognitive imperialism but it also reveals h…
Nomadisme dels pobles gitanos? Formació en situ amb estudiants del segon cicle a Romania
Existeix un ampli debat sobre la pràctica de nomadisme històric i contemporani als estats europeus. El que ens ocupa però, no és la tradició nòmada de diversos grups gitanos, ni les manifestacions o processos contemporanis de mobilitat, sinó més aviat la "nomadització de la cultura gitana" i alhora la tendència d'etnicització (o racialització) del nomadisme. A partir de tres casos i una primera exploració de la literatura sobre la història de la …
Views, events, and debates
Development, education and gender: Challenging the empowerment rhetoric from an ethnographic study in rural Nepal
Education and gender have become central issues within development discourses and practices in Nepal, under the powerful idea that school enables equality for women, collective wellbeing, and the nation’s development. While hegemonic approaches to development are being increasingly challenged, critical contributions focusing on the education-gender intersection are still scarce. Drawing on data from an ethnographic research in a Himalayan village…
Schooling and development: Global discourses and women’s narratives from Nepal
Education is a privileged area of the dominant development model in Nepal, specifically focusing on women in rural areas. This article analyses the discursive construction of development and education categories in Nepal by exploring the narratives of Nepali women on education and development as lived experiences. It shows how global and institutional discourses are internalised by people as outcomes of cognitive imperialism but it also reveals h…
La retórica del retorno: Mingma o las contradicciones del desarrollo en Nepal
Marcharse a la ciudad o al extranjero a estudiar para después volver y contribuir al desarrollo del pueblo. Esta idea constituye lo que proponemos como retórica del retorno, un concepto polisémico y central en los discursos del desarrollo y la educación en Nepal. La trayectoria migratoria de Mingma, una joven sherpa que ha crecido en Sikkim (India), problematiza estas ideas a partir de una experiencia de retorno a Gaun (Nepal), el pueblo de su fa…
Cooperación universitaria y género: En la encrucijada de la Agenda 2030
La agenda del desarrollo global se ha transformado en la última década, como consecuencia del impacto limitado y la crisis de legitimidad de la Agenda del Milenio y la transformación de las dinámicas globales de la geografía del desarrollo. A través de una exhaustiva revisión de literatura especializada, este artículo analiza el papel del género y las universidades en el nuevo escenario de la cooperación española. Los autores examinan el proceso …
Progress and challenges of gender mainstreaming in Spanish university cooperation for international development: The technical staff’s viewpoints
Purpose Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development. Design/methodology/approach Following a qualitative methodological strategy, this paper identifies the potentialities and challenges of this perspective from the point of view…
Like an invisible hand”: Gender in university cooperation for international development in Spain
International development cooperation has been strongly influenced by gender mainstreaming. Recently, feminist cooperation and aid policies have emerged in different countries, calling for a change in approach. In Spain, universities are important actors in international development, not only by ratifying their commitment to the 2030 Agenda, but also by leading projects and educational actions towards the Sustainable Development Goals. Neverthele…
The rhetoric of return: Mingma or the contradictions of development in Nepal
Leaving for the city or going abroad to study, to later return and contribute to the development of the village. This notion is what we propose here as the rhetoric of return, a polysemic concept that is central to the narrative of development and education in Nepal. The migratory trajectory of Mingma, a young Sherpa who grew up in Sikkim (India), questions this notion based on her experience of returning to Gaun (Nepal), her family's village. He…
Post-Development from the Global South: Radical Alternatives or Ambivalent Engagements?
Radical Alternatives or Ambivalent Engagements? Reflections on Post-development from the Global South
Political science (7 works) · Gender Studies (4 works) · Sociology (4 works) · Economic growth (3 works) · Gender Studies (3 works) · Humanities (3 works) · Art (2 works) · Gender Diversity and Inequality (2 works) · Geography (2 works) · Global Educational Policies and Reforms (2 works)