Teaching with the third wave new feminists - MailChimp

More documents

Recommendations

Info

WoMen at workIn all, it took us almost a year before we managed to define the project and itspractical details collectively. During all this time our project benefited fromseveral resources we had at our disposal: the academic research on femaleentrepreneurship realised by one of the partners was used as a reflexive mirror forour own creation; the initial MBA background of one partner was used to givethe project a business perspective; the technical training on entrepreneurshipoffered by the national unemployment agency (ANPE) was followed by anotherand benefited the project as whole. We also used our respective networks to getadvice on management, commercial strategy and communication.The particular character of our project, as well as our personaltrajectories, ethics and convictions led us to opt for an egalitarian partnership,i.e. we all have the same status as founding associates. We all work in turns asthe privileged interface with clients and suppliers and share the responsibilityof contracting and managing projects. However, working independently and asequals does not mean that our partnership is reduced to a group of individualsworking side by side. On the contrary, and as we said before, our objective wasto create a collective working process. Here, we faced several difficulties: thegeographical distance between us, 5 our different specializations and workingmethods and the variety of lifestyles with different professional timetables.In order to overcome these difficulties, we decided to create a ‘fifthassociate’, the corporate body itself. Valta Göra is an umbrella structure forour diverse activities. We all support this structure financially and share theadministrative responsibilities within it. In addition, all the pedagogical toolswe create under the name of Valta Göra belong to this collective structure.Besides our common organization, we also define our strategy collectivelyand work at least in pairs, and whenever it is possible we extend the teamworkto the three or four of us. In order to keep contact with each other, we reportcontinually on our respective team activities, and meet on a bi-monthly basis.However, the most important element of our cooperation is mutualrespect. This was an essential part of the creation process and it allowed us tostart our joint venture with solid groundings. In fact, before our project wehad never actually worked together and, thus, we needed to get to know eachother better both professionally and personally. This meant that we accepted5None of us is currently living in the same city and the geographical distance between us ranges from seventy toalmost seven hundred kilometers!112
oth our own difficulties and those of the others, as well as our different lifestylesand forms of commitment to the collective project. This could have notbeen possible without full and entire mutual respect and trust. We also placedprofessionalism, intellectual honesty and personal development at the heart ofour working principles.Borrowing Master’s ToolsIn order to define what our contribution would be more precisely, we usedsuch ‘traditional’ managerial tools as a business plan (including a market study,communication strategy and a financial plan) and an evaluation of competencies.We started with a mapping exercise to gauge our personal and professionalstrengths and weaknesses and then discussed and evaluated them collectively.This exercise enabled us to define subject areas and services which we could proposeimmediately and those we were willing to develop in the future.At the beginning of Valta Göra, both of the authors were specializedin gender equality at work, while the two other associates had developed anexpertise in the prevention of gender violence and in non-sexist education.Thus, we were able to cover different fields of gender equality which gave us asignificant asset in relation to the competition. 6 We also decided to share ourspecific skills and knowledge among and as a result become, at least partly,interchangeable.Our next step was to define the commercial strategy and to construct thecatalogue of services with valid prices. In addition, we made a choice concerningour potential customers and decided not to reject any client on the basis of theirpolitical position for example. Instead, we decided to take the client’s real desireto change existing gender inequalities as our first criteria for collaboration.The French regulations offered several options regarding to the legal statusof our structure. 7 We created a non-profit organization bringing togetherfour self-employed consultants. This choice had several advantages: it was easyand quick to set up, it related to our not fully business-oriented activity andit guaranteed each partner the freedom to leave the structure whenever shewanted to, temporarily or definitively, without harming the collective project.6The French Women’s Rights Office identifies five main areas for their actions: professional equality, individualrights and dignity, education, access to responsibilities and men/masculinity.7For information see www.apce.com.113
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 and 10:
PrefaceThe idea of writing this boo
Page 11 and 12:
IntroductionDaniela Gronold, Brigit
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
Page 60 and 61:
mapped in the first part of project
Page 62 and 63:
able much earlier; therefore the pe
Page 64 and 65: Using the example of Germany Wollra
Page 66 and 67: of a link to already existing stere
Page 68 and 69: The alien’s green colour tells of
Page 70 and 71: Implications of teaching Critical W
Page 72 and 73: ness to people with different backg
Page 74 and 75: theories. This concept can be fruit
Page 76 and 77: Räthzel, Nora. “Nationalism and
Page 78 and 79: nism’ in the classroom. Thus, whi
Page 80 and 81: As a method, memory work focuses on
Page 82 and 83: ence on the teaching. This was beca
Page 84 and 85: when we wanted them to do memory wo
Page 86 and 87: in the consciousness-raising groups
Page 88 and 89: as a therapeutic method, they not o
Page 90 and 91: “Empowerment has, however, someti
Page 92 and 93: fascination with the strong commona
Page 94 and 95: practice”. 43 She explains MacKin
Page 96 and 97: has been exposed to subjection by o
Page 98 and 99: Sebastien, Amanda. “Tendencies in
Page 100 and 101: a historical moment when technologi
Page 102 and 103: As earlier noted, there are certain
Page 104 and 105: new per se, they like Internet-base
Page 106 and 107: where technological and media accou
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 116 and 117: Facing Uncertainties and Self-quest
Page 118 and 119: Doctorate degree’s curricula for
Page 120 and 121: In addition, many feminist academic
Page 122 and 123: and duties which are seen as comple
Page 124 and 125: answers adapted to their own profes
Page 126 and 127: As the form of the message counts a
Page 128 and 129: ReferencesBlanchard, Soline, Jules
Page 130 and 131: As the learning outcomes demonstrat
Page 132 and 133: Within the organizational structure
Page 134 and 135: Gender-sensitive didactics can be p
Page 136 and 137: A further dimension is knowledge ab
Page 138 and 139: Teaching materialsSince language is
Page 140 and 141: and absences, both short term and p
Page 142 and 143: The cliché cloakroomSometimes it w
Page 144 and 145: and goatees, later almost all wante
Page 146 and 147: Presentations from the working grou
Page 148 and 149: ConclusionTeachers’ self-reflecti
Page 150 and 151: Mühlen Achs, Gitta. Geschlecht bew
Page 152: Milka Metso, PhD Candidate, Univers
show all

Teaching with the third wave new feminists - MailChimp

Create successful ePaper yourself

Delete template?

Save as template?