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A further dimension is knowledge about actual gender research. Findingsin this field can lead to new views and learning experiences that dispel existingconvictions. The following actions could be helpful within this context:• Deliberately plan for content from the gender perspective inteaching materials.• Deal head on with the reasons for including gender and the fearof teaching the “wrong” stuff (e.g. discuss the plan openly withcolleagues before the class takes place).• Choose gender-related input that is relevant to the generalobjective of your class and take into account the possibilityof returning to such content later.• When selecting inputs prefer “surprising” examples to generalstatement. 11“When the gender question is consistently discussed on a ‘general’ level, thedanger arises that although the group may arrive at a passable ‘common sense’impression of the gender topic, there are no [individual] possibilities forlearning.” 1211see Gindl, Hefler and Hellmer, 16.12Gindl, Hefler and Hellmer, 16. Translation by authors: “Wenn wiederholt auf einer ‚allgemeinen’ Ebene überGenderfragen diskutiert wird, dann besteht die Gefahr, dass zwar eine halbwegs passable Abbildung eines ‚CommonSense’ zum Genderthema zustande kommt, aber keine [individuellen] Lernmöglichkeiten eröffnet werden.”134
It is important that content concerning gender is selectively prepared andfirmly embedded in the actual course of instruction. The following examplesshow possible approaches to the gender topic:• Make the topic accessible by talking about general knowledge andunderstanding of gender as well as other differences.• Discuss everyday situations in which gender affiliations and otherdifferences are put into question and/or are ambiguous.• Discuss everyday situations that reveal hierarchies.• Read and discuss scientific and other texts on the topic of genderand other differences.• Read texts and watch films, then conduct a discussion of thegender roles represented therein.• Watch and discuss films that convey gender transgressive content.• Conduct projects and exercises about gender and other differences,e.g. analyze music videos 1313Mörth, 89. Translation by authors: “Zugänglichmachen des Themas durch Sprechen über das eigeneAlltagswissen und Alltagsverständnis von Geschlecht [und anderer Differenzen];Thematisieren und Diskutieren von Alltags¬situationen, in denen Geschlechtszugehörigkeiten [und andereDifferenzen] in Frage gestellt werden und/oder uneindeutig sind;Diskussion von Alltagssituationen, in denen Machtunverhältnisse wahrgenommen werden;Lesen und Diskutieren von wissenschaftlichen Texten und Texten anderer Gattungen zum Thema Geschlecht [undanderer Differenzen];Lesen von Texten und Ansehen von Filmen mit anschließender Diskussion über die dort präsentierten Geschlechterrollen;Ansehen und Diskussion von Filmen, die geschlechtertransgressive Inhalte transportieren;empirische Projekte und Übungen zum Thema Geschlecht [und anderer Differenzen] – wie z. B. die Analyse vonMusikvideos.“135
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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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As a method, memory work focuses on
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ence on the teaching. This was beca
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when we wanted them to do memory wo
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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 102 and 103: As earlier noted, there are certain
Page 104 and 105: new per se, they like Internet-base
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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
Page 118 and 119: Doctorate degree’s curricula for
Page 120 and 121: In addition, many feminist academic
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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 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
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