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Teaching materialsSince language is a substantial aspect of the production of our reality, gendersensitivedidactics are based on the usage of a gender-fair or gender-neutrallanguage in all written documents as well as in spoken language. The followingparagraphs refer to the German language.Consideration of just two “rules” in the German language already leadsto a changed and more gender-fair language.• Make gender visible by using the gender specific term or bothgender forms, e.g.: die Lehrerin (female teacher), der Lehrer(male teacher), die Schülerin (female student), der Schüler(male student), die SchülerInnen (female and male students) etc.• Neutralize gender, e.g. die Person (the person), der Elternteil(neutral form for parent), das Personal (neutral term forpersonnel), “alle, die Teil nehmen” (“all those who participate”).Avoid clichés and stereotypes, e.g. sayings such as: “be manenough for”, use Reinigungskraft (a non derogatory term forcleaning term with a derogatory connotation in German),use “team” or “group” instead of “Mannschaft”(a term that contains the word Mann), etc. 14In addition to gender-fair language, the following moves should be consideredwhen producing and revising teaching materials:• Integrate the gender perspective (e.g. point out when women arenot addressed and discuss it)• Address female and male learners (and not only boys by using themale plural form of students “die Schüler”)• Avoid gender stereotypes• Offers identification for girls and for boys• Make use of examples that reflect male and female life situations• Avoid constructing hierarchies• Consider cultural backgrounds (e.g. when choosing colors andsymbols).14DUK – Donau-Universität Krems, ed., Leitfaden für gendergerechtes Formulieren. (Krems an der Donau)http://www.donau-uni.ac.at/gender (last accessed: 4 September 2009), 5ff.136
Methods – gender-sensitive learning scenariosOne of the goals of gender-sensitive didactics is to create a situation that allowsall individuals to participate equally. This requires that didactical methods arein tune with the needs of all participants. A learner-centered approach with aspecial focus on equal opportunities for both genders can succeed in dealingwith the various needs concerning• Kinds of work• Explanatory models• Communication behaviorAn important condition is that of creating an atmosphere which makes it possibleto address the (often) delicate topics of gender and gendered identities. Tryto create a relaxed working atmosphere, an atmosphere where participants feelthat it is acceptable to act fearlessly. Do this by supporting existing alternativesubject positions, making space for all expressions, ideas and topics, stressingthe positive aspect of variety. 15 Students should be encouraged to refer activelyto each other’s contributions, 16 teachers should notice existing needs within thegroup and address these issues constructively. In order to create such a workingand learning atmosphere, it is particularly the task of teachers to:• Consider their own needs and refer to them if necessary 17• Introduce clear feedback rules• Purposefully guide and reflect on the distribution of roles andgroup building processes• Offer different perspectives and ways of access• Draw connections between the discussions about gender and theclassroom situation.Rules for the group create more clarity concerning both sides’ needs and theirrelationship to one another. They also help support better communication atschool on a daily basis to the benefit of all the members of the group. Examplesof such rules include following the principle of treating each other withrespect, keeping to rules for how to give feedback, rules for handling delays15Mörth, 89.16Michaela Gindl and Günter Hefler, „Gendersensible Didaktik in universitärer Lehre und Weiterbildung fürErwachsene,“ in geschlecht + didaktik, eds. Anita Mörth, Barbara Hey and Koordinationsstelle für Geschlechterstudien,Frauenforschung und Frauenförderung der Karl-Franzens-Universität Graz (Graz: Koordinationsstelle fürGeschlechterstudien, Frauenforschung und Frauenförderung der Karl-Franzens-Universität Graz, 2006), 108.17Gindl and Hefler, 108.137
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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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in the consciousness-raising groups
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Page 98 and 99: Sebastien, Amanda. “Tendencies in
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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 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
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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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