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oader educational field, including adult education, lifelong-learning, and in courses for immigrants. During these last two years, our group of Travelling Selves met several times in various European countries. Members of the group had the opportunity to present their work in stimulating interdisciplinary and intercultural classes on several occasions, including the teaching experience in “Feminisms in a Transnational Perspective. Rethinking North and South in Post-Coloniality”, the Postgraduate Course at the Interuniversity Centre in Dubrovnik, Croatia, the collaborative teaching in the international seminar in Gender Studies “Travelling Concepts” in Trento, Italy, and the discussion groups and seminars held at the Centre for Women Studies in Zagreb, Croatia. On behalf of the authors, we express our thanks to ATHENA3, the Advanced Thematic Network in European Women’s Studies without whose support this publication would not have been possible. 6
INTRODUCTION Silvia Caporale-Bizzini, Anabela Galhardo Couto, Biljana Kašić, Linda Lund, Elena Pulcini, Melita Richter Malabotta, and Eva Skærbæk This collection of essays looks specifically at the topic of “travelling selves” as a complex model of self-location and within a theoretical frame that, in feminist epistemology, embraces an understanding of the issues at stake from a multiplicity of authorial standpoints. The theoretical frame is materialised in a common project of research. The last two years of intense discussions, meetings, exchange, analysis and comparisons within the Athena project have transformed us from Teachers who work in academic institutions and civil society, into Learners. We have learned so much from the mutual exchange of our own personalised cross histories and life narratives. Our inner differences have become so productive that we experience them as an act of empowerment of our group “Travelling Selves”. This is the process that we aim to develop in classes where students actively participate in the learning process, bringing with them their life experiences and their personal perceptions of time and history. Along with the teachers, they become the backbone of the educational process in the context of feminist pedagogy. As Andrea Petö and Berteke Waaldijk state: “We think it is important to point out that empowering students in the classroom will also help them to create their own voices vis-à-vis the ‘grand narratives’ of European History.” 1 As authors, we note the starting points of our various journeys, originating within different disciplines; our aim is to give meaning, complexity and faceting to a wide range of concepts. The idea of the “travelling self (selves)” that underlies the book moves from a nodal point that regards as crucial the process of constructing women’s “nomadic” identities informed by geographical and cultural dislocation, cultural or transcultural hibridity, history, loss, memory, contamination, dependence and interdependence and their effect on the subject’s perception of the Real. The volume, as well as each individual article, may become teaching material in the field of Women’s Studies in an international and multicultural context. Indeed, the collection can be used to enable students from diverse 1 Teaching with Memories: European Women’s Histories in International and Interdisciplinary Classrooms, ed. Andrea Petö, Berteke Waaldijk (Galway: Women Studies Centre, National University of Irleand, 2006), 27. 7
Page 1: Teaching Subjectivity Travelling Se
Page 4 and 5: Series editors: Annika Olsson, Andr
Page 6 and 7: Part II: Travelling Selves: Voices,
Page 10 and 11: educational and cultural background
Page 12 and 13: objective conditions for creating v
Page 14 and 15: only through resonance with them an
Page 16 and 17: the subjects revealed in the autobi
Page 18 and 19: While sharing this perspective, I h
Page 20 and 21: The experience of loss and the cons
Page 22 and 23: vulnerability and a beholdenness th
Page 24 and 25: Global vulnerability as the conditi
Page 26 and 27: iousness. Emotions, says Nussbaum o
Page 28 and 29: within”: “the person who comes
Page 30 and 31: the contrary perturb me, make me qu
Page 32 and 33: possibility that the other will des
Page 34 and 35: Honneth, Axel. Struggle for Recogni
Page 36 and 37: secondly how to respect and love th
Page 38 and 39: is no longer a loss but an impetus
Page 40 and 41: automatically the other within the
Page 42 and 43: dern philosophy between rationality
Page 44 and 45: ground for an ethics, because an et
Page 46 and 47: Implications for teaching When I or
Page 48 and 49: Rawls, John. A Theory of Justice. C
Page 50 and 51: gies, in their trickle-down effect
Page 52 and 53: Through traveling to other people
Page 54 and 55: My mother, her myths and her life;
Page 56 and 57: “But we can take out a loan”, N
Page 58 and 59:
she is beautiful but not reliable,
Page 60 and 61:
Something has happened to Nora; she
Page 62 and 63:
According to Daphne Hampton, the re
Page 64 and 65:
to change. Leaving the mothers out
Page 66 and 67:
process enacted in dialogue between
Page 68 and 69:
Lugones, Maria. “Playfulness, ’
Page 70 and 71:
ownership of their own selves, word
Page 72 and 73:
had no clue, aside from my inexplic
Page 74 and 75:
“You should know her, I will intr
Page 76 and 77:
Why would female university profess
Page 78 and 79:
a ‘materiality’ of connections,
Page 80 and 81:
Feminist place(s) were re-invented
Page 82 and 83:
in the space of an unfinished conve
Page 84 and 85:
a new framework for understanding a
Page 86 and 87:
nisms in a Transnational Perspectiv
Page 88 and 89:
space’. The intention is to illum
Page 90 and 91:
countries should not be exposed to
Page 92 and 93:
Where you are from? From Yugoslavia
Page 94 and 95:
and of positioning of self during m
Page 96 and 97:
A long time has passed, time marked
Page 98 and 99:
It will happen again in Houston: Th
Page 100 and 101:
‘before’ has been cancelled wit
Page 102 and 103:
But we are also conscious that what
Page 104 and 105:
The other aspect of the feminist pe
Page 106 and 107:
Uzun, Mehmed. “Una rinascita curd
Page 108 and 109:
experiences it in-between her past
Page 110 and 111:
life experiences and heal the wound
Page 112 and 113:
As Di Michele illustrates through h
Page 114 and 115:
I learned that Beppe would soon be
Page 116 and 117:
salt. The potatoes open and smoke w
Page 118 and 119:
The definition of a “third space
Page 120 and 121:
In a diasporic context, it is not u
Page 122 and 123:
Maccaferri Randaccio, Elena. “Ric
Page 124 and 125:
And yet, the will to believe, the w
Page 126 and 127:
This pre-eminence of writer-nuns is
Page 128 and 129:
Saying that they have been excluded
Page 130 and 131:
“call”, which normally comes ea
Page 132 and 133:
Em alguns dos dedos tinha anéis fo
Page 134 and 135:
Radical exposure of the self The na
Page 136 and 137:
A rhetoric of joy Following the enc
Page 138 and 139:
Resorting to unarticulated cries, t
Page 140 and 141:
Furthermore, a reading of the autob
Page 142 and 143:
Mendes, Margarida Vieira. Rimas Vá
Page 144 and 145:
Blanchot, Maurice. The Unavowable C
Page 146 and 147:
Derrida, Jacques. “Jacques Derrid
Page 148 and 149:
I Ibsen, Henrik. A Doll’s House.
Page 150 and 151:
Milheiro, Dalila. “A Fiel e Verda
Page 152 and 153:
S Secomb, Linnel. Beauvoir’s Mino
Page 154:
LIST OF CONTRIBUTORS Silvia Caporal
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