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and goatees, later almost all wanted a full beard, a three-day beard, designerstubble or a moustache. After a photo session, all the participants were asked toarrange themselves in a circle. The “men” were asked to greet each other, to playthe macho, to play the wimp. In the subsequent short scenes, the participantswere asked to play situations that contained gender hierarchies and to try toarrive at a positive conclusion. For example: in an office at the computer, theemail does not work; a man enters and takes the mouse away from the womanand plays the expert. Or a mixed gender couple in the DIY store: the womanasks for something, the salesman answers but speaks only to the man. Or aman chats up a woman at a bar, etc. The solutions are all similar: the oppressedfigures – women – try to free themselves from the situation.The participants enjoyed the role-playing. It was often difficult for themto remain serious in their assumed roles. The scenes often became ridiculous.But also this exaggeration, parody, can be a tool for reflection, as Judith Butlerhas shown. 25 The exercise “body hierarchies” ended with much applause andlittle discussion, which seemed suitable to us. Discussions concerning thisexercise would take place on the following day.Practicing exercisesThe following exercises on “body language orchestration” were taken fromthe book “Gender made consciously” (“Geschlecht bewusst gemacht”) by GittaMühlen Achs (1998). 26 The participants received a list of exercises and wereasked to try them out in small groups and to reflect on them. The participantswere encouraged to use the exercises they found most useful and fun in theirclassrooms with their students.Holding handsIn this exercise, two people should each take one another’s hand and find outwhose hand is on top and who got his/her way; how it feels to hold the otherperson’s hand or to have his/her hand held; and to reflect on their associations. 2725Judith Butler, Das Unbehagen der Geschlechter (Frankfurt am Main: Suhrkamp, 1991).26Gitta Mühlen Achs, Geschlecht bewußt gemacht. Körpersprachliche Inszenierungen. Ein Bilder- und Arbeitsbuch(Munich: Frauenoffensive, 1998), 131–141.27Gesine Spieß, “Voll gesellschaftsfähig! – mit einer gendersensiblen Lehre,“ in geschlecht + didaktik, eds. AnitaMörth, Barbara Hey and Koordinationsstelle für Geschlechterstudien, Frauenforschung und Frauenförderung derKarl-Franzens-Universität Graz (Graz: Koordinationsstelle für Geschlechterstudien, Frauenforschung und Frauenförderungder Karl-Franzens-Universität Graz, 2006), 183f.142
Participants who tested this exercise reported that there is a certain wayof holding hands so that each person feels it is “right” and natural. The oppositeway feels awkward and strange. Not all women felt it was natural to have theirhands held. All participants confirmed that they put their hands on top whenholding kids’ hands. The exercise gave participants the corporal sensation of takingcontrol or of being taken control of. Furthermore, the participants foundout that they lead or are led depending on with whom they hold hands.Standing one’s groundIn the next exercise, the participants are asked to stand opposite each other inpairs and to try out different body attitudes when reacting variously to criticismby a superior. 28 They then shared with each other what they experiencedin the various arrangements.In this exercise, the participants were also surprised at what a large differencethe varying bodily attitudes constitute. The stable attitude was regardedas the attitude, in which a person could best hold his or her ground. Thenonchalant stance was regarded as too flippant and did not correspond to thereproach. While in the meek pose, participants found they could not stand upto criticism at all. By practicing this exercise, the participants were forced toreflect on their own body language and develop new ways of presenting themselves.What the participants could take home with themAt the end of this section we show the results of the workshop in terms of whatthe participants have worked out. This results-oriented insight into gendersensitiveteaching is to the teachers’ advantage, since personal experience isoften underestimated as a basis for new knowledge production. The essentialstarting point for the work and reflection accomplished at the workshop wasfound primarily in teaching experiences, both good and bad. These experienceswere interwoven with theoretical input, exercises and discussions throughoutthe workshop.28Spieß, 183f.143
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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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“Empowerment has, however, someti
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fascination with the strong commona
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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
Page 118 and 119: Doctorate degree’s curricula for
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
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Page 142 and 143: The cliché cloakroomSometimes it w
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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