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Furthermore, we are much obliged to the Swedish feminist (video) performerCatti Brandelius alias Profesora and the photographer Åse Bengtsson who haveprovided us with the great cover picture for our volume.Daniela Gronold, Brigitte Hipfl, Linda Lund Pedersen8
IntroductionDaniela Gronold, Brigitte Hipfl and Linda Lund PedersenThe question is what does the notion of the Third Wave cover? And what arethe challenges and implications for a feminist pedagogy of teaching gender froma Third Wave perspective? The attempt to pinpoint a definition of Third Wavefeminisms is a rather risky one since definitions within feminisms generally tendto leak. Historically, Third Wave feminisms emerged in the United States inthe 1990s as a result of the struggles of Second Wave feminists and the women’smovements. At that time “feminism [was] a given, and the idea of gender equality[was] taken for granted.” 1 The term Third Wave was made popular by twoquite contradictory publications by Naomi Wolf and Rebecca Walker. WhereasWolf argued for a postfeminist version of liberal feminism, 2 Walker recognisingin “Becoming the Third Wave” 3 that “the fight is far from over”, positionedherself in opposition to a postfeminism that explicitly criticised feminists of theSecond Wave. Indeed, she defined herself as being the “Third Wave,” whichimplied a continuation of feminists’ struggle for equality and female empowermentunder current conditions. 4Third Wave feminisms’ way of relating to Second Wave feminisms hasbeen discussed intensely, especially as feminism has moved into academiaand became a discipline amongst others. Third Wave feminism understoodby WeAVE and the authors of this book is not a question of “breaking up”with Second Wave feminisms or an Oedipal killing of our feminist fore-mothers.Rather, in its attempt to face contemporary challenges, it is defined bythe refusal of a singular feminism and demonstrates an awareness of differentways of doing feminism and being a feminist. 5 In this way, Third Wave feminismsees itself as a form of inclusiveness, opening up a space for young feministswho enjoy and celebrate the possibility of taking up multiple identitiesor even identities that formerly were considered contradictory within femi-1Sarah L. Rasmusson, “Women’s Movement 1990 – Present,“ in Encyclopedia of American Social Movements(Armonk: M.E. Sharpe, 2003): 431.2Naomi Wolf, Fire with Fire: The New Female Power and How It Will Change the 21st Century (New York: RandomHouse, 1993).3Rebecca Walker, “Becoming the Third Wave,“ Ms. 39 (January/February 1992): 414See also Leslie L. Heywood, “Introduction: A Fifteen-Year History of Third-Wave Feminism,“ in The Women’sMovement Today. An Encyclopedia of Third-Wave Feminism. Volume 1, (Westport, Connecticut: Greenwood Press,2006): xv-xvii.5Rasmusson, “Women’s Movement“, 429.9
Page 1: Teaching with the Third WaveNew Fem
Page 4 and 5: © Åse Bengtsson and Catti Brandel
Page 6 and 7: “This Is Not Therapy!” 75Un/Exp
Page 9: PrefaceThe idea of writing this boo
Page 13 and 14: Brandelius who is portrayed on the
Page 15 and 16: The institutional context of Women
Page 17: The chapters present new feminist e
Page 20 and 21: IntroductionSecond-wave feminism is
Page 22 and 23: Second-Wave Feminist Generationalit
Page 24 and 25: and conflictual ones), and since th
Page 26 and 27: This allows her to conceptualize a
Page 28 and 29: The Anglo-American and the French t
Page 30 and 31: To traverse the classifications of
Page 32 and 33: ing system without a General and wi
Page 34 and 35: Let me end this chapter by providin
Page 36 and 37: Buikema tells the story of Sarah Ba
Page 38 and 39: Roof, Judith. “Generational Diffi
Page 40 and 41: postmodern capitalism and the impli
Page 42 and 43: European scope and its neoliberal c
Page 44 and 45: front. A strong motivation offered
Page 46 and 47: In her editorial response to Hemmin
Page 48 and 49: Gender Studies’, 28 I agree with
Page 50 and 51: expected to play a central role as
Page 52 and 53: Implications for teaching gender: d
Page 54 and 55: These re- appropriations cannot be
Page 56 and 57: Puig de la Bellacasa, Maria. “Fle
Page 58 and 59: We are both white scholars who grew
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mapped in the first part of project
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able much earlier; therefore the pe
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Using the example of Germany Wollra
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of a link to already existing stere
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The alien’s green colour tells of
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Implications of teaching Critical W
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ness to people with different backg
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theories. This concept can be fruit
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Räthzel, Nora. “Nationalism and
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nism’ in the classroom. Thus, whi
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As a method, memory work focuses on
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ence on the teaching. This was beca
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when we wanted them to do memory wo
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in the consciousness-raising groups
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as a therapeutic method, they not o
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“Empowerment has, however, someti
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fascination with the strong commona
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practice”. 43 She explains MacKin
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has been exposed to subjection by o
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Sebastien, Amanda. “Tendencies in
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a historical moment when technologi
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As earlier noted, there are certain
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new per se, they like Internet-base
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where technological and media accou
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to avoid binaristic traps, rejectin
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ReferencesBraidotti, Rosi. Metamorp
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IntroductionIn 2007, with two other
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WoMen at workIn all, it took us alm
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Facing Uncertainties and Self-quest
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Doctorate degree’s curricula for
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In addition, many feminist academic
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and duties which are seen as comple
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answers adapted to their own profes
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As the form of the message counts a
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ReferencesBlanchard, Soline, Jules
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As the learning outcomes demonstrat
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Within the organizational structure
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Gender-sensitive didactics can be p
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A further dimension is knowledge ab
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Teaching materialsSince language is
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and absences, both short term and p
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The cliché cloakroomSometimes it w
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and goatees, later almost all wante
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Presentations from the working grou
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ConclusionTeachers’ self-reflecti
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Mühlen Achs, Gitta. Geschlecht bew
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Milka Metso, PhD Candidate, Univers
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