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a historical moment when technological innovation is rapidly changing andwhen the inclusion of information and communication technologies (ICT)in the classroom tends to precede opportunities to critically reflect upon theireducational efficacy. As a result of the increased presence and utilization of inclasstechnologies and media ranging from “smart classrooms,” to PowerPointpresentations, You Tube, blogs, Wiki, and other e-learning and virtual learningenvironments, it behooves third wave academic feminists to reflect upon thecritical purchase and potentia of this hybrid bricolage of information and communicationtechnologies and to consider what a technologically innovative,analytically rigorous third wave feminist practice might in fact entail. 2This chapter doubles as a snapshot reflection piece and practical primerin thinking about third wave feminist utilization and negotiation of mediaand technology in university classroom spaces. The critical intervention of thischapter is multiple: first, it locates the techno-cultural terrain in which thirdwave feminist instructors find themselves, with a particular emphasis on thekinds of discursive and practical tools that are necessary to negotiate the increasedtraffic and consumption of media in Women’s and Gender Studiesclassrooms. I additionally seek to build upon Kirkup and Rommes’ pressingquestion of “how self-identified feminists think about pedagogical practicesand how technologies help or hinder them in their ideas” by drawing upon myown experiences as a feminist instructor and exploring what, if any, generationaldistinctions exist between third and second wave feminists’ engagementand pedagogical treatment of technology. 3 Finally, this chapter concludes byoffering working suggestions for how third wave feminists might creativelyincorporate technology into their pedagogic toolkits.Situating Third Wave Techno-Positionalities and PracticesBefore delving into the particulars of how third wave feminists integrate mediaand technology into their pedagogic repertoires, it seems fitting to situatemy own positionality and investment to questions related to technology,2The term smart classroom refers to media consoles, which are installed in classroom spaces and outfitted withtelevisions, VCR and DVD players, LCD projectors, audio speakers, and/or desktop computers with Internetcapability. The express purpose of smart classrooms is to facilitate the instructor/student interface by integratingtechnological tools with course related content.3Gill Kirkup and Els Rommes. “The Co-evolution of feminist pedagogy and learning technologies.” (Paperpresented at the 3rd Christina Conference on Women’s Studies and the 4th European Gender & ICT Symposium,Helsinki, Finland, March 8-12, 2007).98
pedagogy, and teaching gender. 4 The ideas for this chapter have been forgedin the productive cracks that exist between my Women’s and Gender Studiesdoctoral training on the one hand and my experiences teaching undergraduateand graduate students in the U.S. and the Netherlands on the other. Despite arigorous interdisciplinary, transnational, and multi-institutional doctoral trainingin Women’s and Gender Studies, I have been generally struck by the lack ofsustained attention to pedagogy in general and dialogue about the possibilitiesand limitations of technology in the classroom in particular. While the latterobservation will be taken up later in the chapter, the former point requiressome nuance. I do not mean to suggest that all PhD Women’s and GenderStudies Departments in which third wave feminist scholars are trained are inattentiveto pedagogy per se. Indeed, as a third wave feminist trained mostlyin a U.S. context, I am poignantly aware of the fact that U.S. training paradigmsfor Women’s and Gender Studies students are noticeably different andin some ways less streamlined than European models, particularly in respectto the latter’s more efficacious mainstreaming of goals, curriculum, and competenciesbetween and across European educational and institutional spaces.Here ATHENA3 and its predecessor projects have provided much in the wayof mapping the contours of the field of European Women’s and Gender Studiesand in identifying key themes and sites of structured cooperation.Nevertheless, I have found that both in my experiences as a Ph.D. candidateat UCLA and also as a visiting scholar and instructor to the Graduate GenderProgramme at Utrecht University in the Netherlands, teaching praxis like service,activism, and ICT competency tend to receive far less institutionalized space,support, and attention, not to mention course and workshop offerings, than forexample, professional development efforts focused on research and publication. 54It seems fitting to point out that my location as an itinerate American PhD candidate who has visited UtrechtUniversity’s Gender Studies Programme as an exchange student and instructor on several occasions has requiredcreative negotiation in reconciling my U.S. based training and institutionalization in Women’s Studies in a Europeanacademic feminist landscape vested to forging its own political and intellectual project separate and different fromAmerican styled feminism(s). This has prompted me to question how I might collaboratively engage in and maintainaffinity with European feminist knowledge production without hegemonically asserting U.S. based paradigms. Foran important discussion of European feminisms, see Gabriele Griffin and Rosi Braidotti, Thinking Differently: AReader in European Women’s Studies (London: Zed Books, 2002); Gabriele Griffin, Doing Women’s Studies: EmploymentOpportunities, Personal Impacts, and Social Consequences (London: Zed Books, 2005).5Gill Kirkup has argued that the cultivation of feminist pedagogy has been difficult to sustain alongside otherrapid changes taking place in European higher education, namely increased demands on “performance-based andoutcome-based learning and computer-supported education.” See Gill Kirkup, “Developing Practices for OnlineFeminist Pedagogy,” in The Making of European Women’s Studies, eds. Rosi Braidotti and Annabel van Baren(Utrecht: Athena, 2005): 27.99
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Teaching with the Third WaveNew Fem
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© Åse Bengtsson and Catti Brandel
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“This Is Not Therapy!” 75Un/Exp
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PrefaceThe idea of writing this boo
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IntroductionDaniela Gronold, Brigit
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Brandelius who is portrayed on the
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The institutional context of Women
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The chapters present new feminist e
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IntroductionSecond-wave feminism is
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Second-Wave Feminist Generationalit
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and conflictual ones), and since th
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This allows her to conceptualize a
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The Anglo-American and the French t
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To traverse the classifications of
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ing system without a General and wi
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Let me end this chapter by providin
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Buikema tells the story of Sarah Ba
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Roof, Judith. “Generational Diffi
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postmodern capitalism and the impli
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European scope and its neoliberal c
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front. A strong motivation offered
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In her editorial response to Hemmin
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Gender Studies’, 28 I agree with
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Page 108 and 109: to avoid binaristic traps, rejectin
Page 110 and 111: ReferencesBraidotti, Rosi. Metamorp
Page 112 and 113: IntroductionIn 2007, with two other
Page 114 and 115: WoMen at workIn all, it took us alm
Page 116 and 117: Facing Uncertainties and Self-quest
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Page 120 and 121: In addition, many feminist academic
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Page 126 and 127: As the form of the message counts a
Page 128 and 129: ReferencesBlanchard, Soline, Jules
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Page 132 and 133: Within the organizational structure
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Page 148 and 149: 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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