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ReferencesBraidotti, Rosi. Metamorphoses: Towards a Materialist Theory of Becoming. Cambridge: PolityPress, 2002.Braidotti, Rosi. Transpositions. Cambridge: Polity Press, 2006.Crutzen, Cecile. “Questioning Gender in E-Learning and its Relation to Computer Science:Spaces for Design, Working, and Learning,” in The Making of European Women’s Studies,edited by Rosi Braidotti and Annabel van Baren, 40-60. Utrecht: Athena, 2005.Demény, Enikö, Clare Hemmings, Ulla Holm, Päivi Korvajärvi, Theodossia-Soula Pavlidou,and Veronica Vesterling. Practicising Interdisciplinarity in Gender Studies. Travelling Conceptsin Feminist Pedagogy: European Perspectives. York, England: Raw Nerve Press, 2006.Griffin, Gabriele. Doing Women’s Studies: Employment Opportunities, Personal Impacts, andSocial Consequences. London: Zed Books, 2005.Griffin, Gabriele and Rosi Braidotti. Thinking Differently: A Reader in European Women’sStudies. London: Zed Books, 2002.Haraway, Donna. Modest_Witness@Second_Millennium. FemaleMan©_Meets_OncoMouse.London and New York: Routledge, 1997.Heikkinen, Mervi, Suvi Pihkala, and Vappu Sunnari. “Constructing a Pedagogical Approachfor an e-learning Programme on Gender and Sexual Violence.” Paper presented at conferenceFrom Violence to Caring: Gendered and Sexualised Violence as Challenge on the Life-Span,University of Oulu, Oulu, Finland, December 4-5, 2008.Kirkup, Gill. “Developing Practices for Online Feminist Pedagogy,” in The Making ofEuropean Women’s Studies, edited by Rosi Braidotti and Annabel van Baren, 26-40.Utrecht: Athena, 2005.Kirkup, Gil and Els Rommes. “The Co-evolution of feminist pedagogy and learningtechnologies.” Paper presented at the 3rd Christina Conference on Women’s Studies and the4th European Gender & ICT Symposium, Helsinki, Finland, March 8-12, 2007.Lykke, Nina and Rosi Braidotti, “Postface,” in Between Monsters, Goddesses, and Cyborgs:Feminist Confrontations with Science, Medicine, and Cyberspace, edited by Nina Lykke andRosi Braidotti, 242-249. London: Zed Books, 1996.Marsan, Loran. “Thinking From Women’s Lives: Sandra Harding, Standpoint & Science,”in UCLA CSW Newsletter, (November 2007), http://www.csw.ucla.edu/Newsletter/Nov07/Nov07_marsan.pdf (Accessed January 1, 2009).Miller, Peter and Nikolas Rose. Governing the Present: Administering Economic, Social, andPersonal Life. Cambridge: Polity Press, 2008.Naples, Nancy A. and Karen Bohar. Teaching Feminist Activism: Strategies from the Field.New York and London: Routledge, 2002.Wiegman, Robyn. Women’s Studies On Its Own: A Next Wave Reader in Institutional Change.Durham and London: Duke University Press, 2002.108
Teaching Gender Outside Academia: Training Economic,Social and Political Actors on Gender Equality in FranceSoline Blanchard and Milka MetsoAbstractThis chapter focuses on adult training and feminist teaching outside the HigherEducation sector. Through the authors’ personal experience it relates the processof creating a feminist training and consulting business in a free market context.The paper highlights the difficulties of positioning oneself simultaneously withinand outside academia, i.e. being PhD candidate and entrepreneur teachingnon-academic adult individuals. The authors also illustrate the dilemma ofcombining knowledge transmission, feminism and business making and raisesuch questions as: Why is one willing to engage in adult training and teachinggender outside the academia? How can we adapt pedagogical methods, learnedwithin academia, to the public of economic, social and political actors? Howcan we maintain critical thinking while transforming feminist knowledge intoprofessional know-how to sell? And finally, how is one to combine one’s ownpolitical engagement for social change and the market needs?The overall aim of this article is not just to share a lived experienceof feminist business creation but also to provide “tips” and “hints” for otheryoung (or less young) feminist researchers who might be interested in teachinggender outside academia. The paper thus takes a very practical stance on theissue and suggests one possible methodology for putting up such an activity,obviously closely linked to the authors’ personal experiences and to the Frenchcontext. The authors also discuss the specificities of teaching gender to an adult,non-academic public and its concrete implications for training. They draw onthe differences between the initial and lifelong training and their pedagogicalapproaches and highlight the adaptations required both in terms of contentas well as in terms of practical modalities. Finally, they share some of thepedagogical strategies they have adopted in order to translate feminist knowledgeinto a comprehensible discourse for the professionals working outsidehigher education sector.109
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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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expected to play a central role as
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Implications for teaching gender: d
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These re- appropriations cannot be
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Puig de la Bellacasa, Maria. “Fle
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We are both white scholars who grew
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Page 62 and 63: able much earlier; therefore the pe
Page 64 and 65: Using the example of Germany Wollra
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Page 72 and 73: ness to people with different backg
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Page 98 and 99: Sebastien, Amanda. “Tendencies in
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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 138 and 139: Teaching materialsSince language is
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Page 148 and 149: ConclusionTeachers’ self-reflecti
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Page 152: Milka Metso, PhD Candidate, Univers
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