Teaching with the third wave new feminists - MailChimp

In addition, many feminist academics have questioned and challenged the‘traditional’ pedagogical practices by inventing other non hierarchical waysof transmitting knowledge. These questions remain also relevant for feministteaching outside the university. Do we have a different and a more equal wayof dealing with authority? Or do we, on the contrary, produce very traditionalclass relations as a way of counterbalancing the lack of legitimacy of ourknowledge? One of our aims was to be free to develop and create innovativeteaching methods and pedagogical tools, but we were not sure that this wouldbe possible outside academia and within a market driven teaching context.Many Questions and Few Answers: Ethical Dilemma of CombiningTeaching, Business and FeminismAs a response to these difficulties and enquiries, we spent a lot of time collectivelydefining the political frame of our activities and finding suitable strategiesthat would allow us both to sign contracts and also to respect our convictions.In reality, the combination of teaching-making business-feminism turned outto be a quite difficult puzzle to solve.A first series of questions concerns the clients; Do we want to work witheveryone? What does it mean, in terms of independency, to work with/forinstitutional feminist bodies and private enterprises?A second series of interrogations relates to possible missions; What typesof mission are acceptable for feminists? Since we are prepared to consider propositionsfrom a large panel of players, as long as their motivations for socialchange seem real, do we also accept to work with any theoretical frame andmaterial conditions whatsoever?Last and maybe the most difficult series of questions concern money.The question of money is taboo in France and even more so among the Frenchfeminists. We needed thus to question our own relation both to money and tofeminist knowledge. Is it suitable to sell such wisdom and if so, at what price?Overall, is it fitting to speak about money, academic knowledge and feminismat the same time?In sum, we had to address the problem of business-teaching-feminismas an ethical dilemma. This then led to still more questions. How to make surethat our business activity does not turn feminism into a market commodity?How to preserve the radicalism of our standpoint and avoid the compromisesand other pitfalls inherent in pleasing the client? Finally, we had to find a way118