Teaching with the third wave new feminists - MailChimp

perhaps organizing workshops wherein third wave feminists demonstrativelyshowcase their techno-practices to second wave mentors, may likewise shiftand reroute the methods by which knowledge about teaching and technologyare transferred 14Implications for TeachingIn this short chapter, I have endeavored to flesh out some looming questionsand personal reflections regarding third wave feminists’ navigation and integrationof technology and media into their feminist classrooms. From thisthird wave feminist’s perspective, it does not seem feasible or productive todefinitively strike all things technological or media oriented from the pedagogicrecord of teaching gender, though an equal mix of mindfulness and creativity arecertainly welcome. Here Braidotti’s prescriptive diagnosis is useful. She finds,“The merger of the human with the technological, or the machine-like, notunlike the symbiotic relationship between the animal and its habitat, results ina new compound, a new kind of unity…it marks the highlight of radical imminence– an ethics of interdependence.” 15 Braidotti’s notion of the new-foundunity wrought by human/non-human interface bears resemblance to the kindof techno-mindfulness I am suggesting, whereby mindfulness acts as a sort ofconnective tissue linking the technological with the corporeal with the express,though non-deterministic purpose of enmeshing students, instructors, andmachines alike in a more creative, techno-mediated classroom space. Mindfulpedagogic practice might entail a re-constituting of what we talk about withstudents when we talk about media and technology and a conscious re-orientationand re-imagining about how to engage with technologies and media thathave otherwise been shored up outside the bounds of the feminist classroom forthe purposes of de-politicized consumption. In conclusion, third wave feministinstructors have an exciting opportunity to think about how to syncreticallyenfold technology and media into their pedagogic toolboxes and reinvent thetools requisite for teaching gender in a European landscape.14Enikö Demény, Clare Hemmings, Ulla Holm, Päivi Korvajärvi, Theodossia-Soula Pavlidou, and Veronica Vesterling;Mervi Heikkinen, Suvi Pihkala, and Vappu Sunnari. “Constructing a pedagogical approach for an e-learningprogramme on gender and sexual violence” (paper presented at conference From Violence to Caring: Gendered andSexualised Violence as Challenge on the Life-Span, University of Oulu, Oulu, Finland, December 4-5, 2008).15Rosi Braidotti, Metamorphoses: Towards a Materialist Theory of Becoming, 225-226.107