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and absences, both short term and permanent, as well as rules for how to dealwith postponing appointments, etc. 18The aim of equal participation of all participants can be consideredsuccessful if immediate solutions can be found for needs, irritations, ordisappointments as they arise, and thus prevent them from hindering the lessonor exercise. When prompt attention is paid to the causes of “disturbances” and“disappointments” and when participants are encouraged to articulate theirindividual needs immediately, it is possible to quickly discover the cause of theinterruption in the learning process and to find an immediate solution. Thesecases concern specific problems which teachers should not ignore withoutcomment. Most such problems can often be solved merely by acknowledgingthem. In many cases, requests articulated by an individual also concern othermembers of the group. 19Integrating the personal life experiences of women and men, and inparticular of the participating male and female students, increases mutual tolerance,understanding and variety. The variation of learning forms creates spacefor reflection over one’s own life experience. From the point of view of gendersensitivedidactics, it is relevant to include individual life experiences. Anyonewho manages to integrate personal life contexts into a learning situation ismuch more present as a person than someone who limits to mere contenttransfer. Individual exchanges give people more appreciation for and interestin each other. What is more, considering individual perspectives helps to makeclear the impact of gender-specific socialization on life experiences. 20Possible gains and insights for the participantsIn this section, we describe the methods used for the workshop in January2008. Since the topics of gender and gender differences concern personal issuesand concepts, we focused on reflection, exchange, and personal experiencesto bring the topic closer to the participants and to enable a lasting learningexperience.18Ibid, 23.19Ibid, 28.20Ibid, 29.138
Reflection and exchange of experiencesAs the workshop leaders we opened the first session with an exchange ofexperiences in order to clarify the expectations people brought to the workshop.“We do not want discussions of principles”Several participants, all of them women and all around thirty years old,challenged the group by rejecting “discussions of principles”. But a discussionon “why is gender sensitive training necessary” and “are men and women thesame or different” is unavoidable in this context, especially because the topicof gender-sensitive didactics can be very subjective for each teacher. Gendersensitiveteaching is a very sensitive topic that concerns the individual, theteacher-learner-context, the “gendered” conference hall, and the classroomcommunity. Prejudice and unspoken general existential theories about whatconstitutes gender and what characteristics are apparently attributed to nature,exist in all places or situations and need to be examined.To practice discussing such issues and sharing personal, gender-specificexperiences with each other were central to the workshop so that the teacherscould later carry out similar practices with their students.Gender factoryWith the “Gender factory” exercise, we incorporate three exercises: the “clichécloakroom”, one we developed particularly for this seminar, the “cemetery bag”,which originated from age-sensitive work, 21 and an exercise on gender hierarchiesinspired by the “drag king scene”. The common thread running through allthese exercises consists of the intention to upset typical understandings of whatconstitutes gender and the expectations associated with these assumptions. Thepurpose is to promote reflection on gender roles; thus gender-specific ascribedcharacteristics are extracted from a naturalized understanding and placed in asocially constructed context.Prejudices are often very subtle and well hidden – through our ownjustifications and by those conveyed by society.21Solveig Haring, Altern ist (k)eine Kunst. Biographische Bildungsprozesse älterwerdender Künstlerinnen (Saarbrücken:VDM, 2007).139
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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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as a therapeutic method, they not o
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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 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
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
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Page 152: Milka Metso, PhD Candidate, Univers
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