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As the learning outcomes demonstrate, this model of integrating theoretical knowledgewith experienced-based learning scenarios appears to be quite successful.IntroductionIn our chapter, we seek to document and evaluate the continuing educationmethod for teacher training we developed and subsequently tested in a workshopin January 2008. This workshop on gender-sensitive education took placein the context of voluntary continuing education programs for grammar schoolteachers in Austria. In the course of this article, we evaluate the concept anddescription of the workshop, the written and oral feedback from the participants,their reflections regarding us as leaders of the workshop. It is importantfor us to work out which contextual contributions and methods used withinthe workshop were important for the participants, which discussions were particularlyfruitful and which were less effective.As authors our interest lies within the evaluation of this continuing educationprogram, so that the concept of gender-sensitive teaching can be furtherdeveloped by teachers as they apply this method in their schools.The aim of the workshop was to impart some basic, theoretical backgroundknowledge of gender-sensitive didactics and to give more life to thistheoretical information through reflection, testing, and practice. The focus wason visualizing alternative identities, presenting methods for dealing with thetopic of “gender” in classrooms, and testing the methods. The goal was forteachers to use the experience to reflect on their own self-perception and torecognize their own prejudices and categorizations.This article is an attempt to reflect on the theoretical ideas that wereput into practice at the workshop as well as the results of this way of teachingtheory. Furthermore, we seek to provide readers of this text with our results fortesting, adjusting and amending the theories based on our experiences.In the first section below, we place our workshop within the contextof continuing education of Austrian grammar school teachers. Section twocontains a description of the concept and the schedule of the workshop.Section three describes what the participants could learn. Here we presentthe content we aimed to impart, namely: gender-sensitive teaching and itsaspects concerning access and framework conditions, curriculum, and teachingmethods. In section four, we describe how the participants could learn128
through reflection, by dismantling clichés and body language, by sharing theirexperiences, in the “gender factory”, and by practicing exercises that could beused in their own classrooms.In the concluding section, we outline the participants’ learning outcomesas they were presented at the end of the workshop.BackgroundThe Austrian school system is organized hierarchically: the head of school,heads of departments, academic coordinators (for each subject area),KustodInnen (responsible for the provision of appropriate teaching resourcesfor the respective subject), administrators, and KlassenvorstaendInnen(similar to homeroom teachers; however, in Austria, teachers in this positionare responsible for an entire class and may have more administrative dutiesthan the average homeroom teacher in the American system). Various teacherstake on the additional responsibilities of these positions. Team meetings andcoordination meetings are convened to plan daily school and teaching lifeas well as the continuing education of teachers. Teachers are encouraged totake active part in activities within their schools, make use of their continuingeducation days, attend seminars and workshops, share their newly gainedknowledge with their colleagues, and to implement it in their teaching (see:www.schule.at).In Austria, the Ministry for Education, Science and Culture (Bundesministeriumfür Bildung, Wissenschaft und Kultur, abbreviated as “bmbwk”)organizes continuing education for grammar school teachers. Specializedprograms were previously offered by “Pedagogic Academies” (PädagogischeInstitute and Pädagogische Akademien). 2 Over the last ten years, theseinstitutions have been continually reorganized and the training and continuingeducation of teachers is currently offered by “Pedagogic Universities” (theformer Pedagogic Academies). This means that all the training for teachersworking in compulsory education takes place at the university level. The basisfor this development is set by the new Academies Study Act (Akademien-Studiengesetz) of 1999.2bmbwk – Bundesministerium für Bildung, Wissenschaft und Kultur, ed., Bildungsentwicklung in Österreich(Wien: 2004), 59. http://www.bmukk.gv.at/medienpool/11759/bildungsentw_de.pdf (last accessed: 4 September2009); link to the Federal Ministry: http://www.bmukk.gv.at/schulen/lehr/index.xml (last accessed: 4 September2009).129
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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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nism’ in the classroom. Thus, whi
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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 104 and 105: new per se, they like Internet-base
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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 128 and 129: ReferencesBlanchard, Soline, Jules
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
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Page 152: Milka Metso, PhD Candidate, Univers
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