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ReferencesBlanchard, Soline, Jules Falquet and Dominique Fougeyrollas, ed. “Transmission : SavoirsFéministes et Pratiques Pédagogiques, Actes des journées d’études CEDREF-EFiGiES des27 et 28 mai 2005.” Les Cahiers du CEDREF 42 (2006).Bourdieu, Pierre. “La domination masculine”. Actes de la Recherche en Sciences Sociales 84(1990): 2–32.Dumont, Micheline. “Réfléchir sur le féminisme du troisième millénaire.” In Dialogues sur latroisième vague féministe, edited by Maria Nengeh Mensah, 59–73. Montréal: Les Editions duremue-ménage, 2005.Fiducial. L’Observatoire Fiducial de l’entrepreneuriat au féminin. Paris: Fiducial, 2006.van der Graaff, John, and Dorotea Furth. “France”. In Academic Power. Patterns of Authorityin Seven National Systems of Higher Education, edited by John van der Graaff, 49–66.London: Praeger Publishers, 1978.Hurel, François, and Perrine Danmanville. “Les femmes et la création d’entreprise.” APCECollection Focus (2001).Jonas, Irène, and Djaouida Séhili. “De l’inégalité à la différence. L’argumentation naturalistedans la féminisation des entreprises.” Sociologies Pratiques 14 (2007): 119–131.Kergoat, Danièle. “Division sexuelle du travail et rapports sociaux de sexe.” In Dictionnairecritique du féminisme, edited by Helena Hirata et al., 35–44. Paris: PUF, 2004.Le Feuvre, N. “Penser la dynamique du genre.” Habilitation thesis, University of ToulouseII-Le Mirail, 2003.Le Feuvre, Nicky, and Milka Metso. Disciplinary Barriers between the Social Sciences andHumanities. National Report on France. Report for European project STREP “ResearchIntegration: Changing Knowledge and Disciplinary Boundaries Through Integrative ResearchMethods in the Social Sciences and Humanities”: University of Toulouse II-Le Mirail,2005.126
“School and Teaching from a Gender Perspective– Gender Sensitive Didactics”Review and Evaluation of a Continuing Education Workshopfor Austrian Grammar School Teachers 1Solveig (Sol) Haring and Anita MörthAbstractThe authors present the concept of gender-sensitive training in the contextof continuing education for teachers in Austrian grammar schools. Theydeveloped and conducted a workshop for Austrian teachers in January 2008.The purpose of this article is to present and evaluate the schedule and conceptof the workshop, the methods used, the teaching aims, and the learningoutcomes. The theoretical background of the workshop draws on Butleriangender de- constructivism. The gender-sensitive didactics in this article refer toconcepts put forth by Austrian and German authors.The theoretical input of the workshop was structured according toframework conditions, content and methods. The methods used in the workshopfocus on training self reflection, sharing experiences, and practicingexercises with the general aim of extending the participants’ experience of limitsas well as their “behavioral repertoires”. In particular, the workshop aimed tohelp participants recognize how constructed gender is while opening theireyes to new and alternative subject positions. In the light of the authors’ priorprofessional experiences as well as their experiences during the workshop, activeparticipation in the exercises is considered crucial for successful and lastinglearning experiences. A series of tools were used in the “gender factory” to helpparticipants work on their own clichés and the restrictions conveyed by society;they participated in teamwork situations, gender role-changing, role-playing,and a method used to identify gender hierarchies through an exercise calledthe “cemetery bag”, in which the content of a bag helps participants visualizehow we construct identities. Another crucial part of the workshop includedtesting exercises that could be used by the participants in their classrooms.1This article is being published in German as: Sol Haring and Anita Mörth, “Was heißt Gender in der Schule?,”in Gender Mainstreaming und Schule. Anstöße für Theorie und Praxis der Geschlechterforschung, eds. MalwineSeemann and Michaela Kuhnhenne, (Oldenburg: BIS Verlag, 2009), 105–125.127
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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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mapped in the first part of project
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able much earlier; therefore the pe
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Using the example of Germany Wollra
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of a link to already existing stere
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The alien’s green colour tells of
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Implications of teaching Critical W
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ness to people with different backg
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theories. This concept can be fruit
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Räthzel, Nora. “Nationalism and
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Page 94 and 95: practice”. 43 She explains MacKin
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Page 98 and 99: Sebastien, Amanda. “Tendencies in
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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 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 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
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Page 142 and 143: The cliché cloakroomSometimes it w
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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
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