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Presentations from the working groupsEach group was asked to work on a poster in a solution-orientated way and todocument their newly-gained “behavioral repertoire”. This exercise is intendedto document the following:• Two to three exercises that participants will integrate into theireveryday teaching,• Theoretical knowledge (and new terminology) participants willremember, and• How participants will implement their new findings into thestructure of their schools (e.g. as a report at a team meeting,as a working group, etc.).Clippings from postersGroup 1 wants t o enable girls and boys to have new experiences and to “walkin someone else’s shoes”. They want to discover common interests and softendividing lines. The exercises they want to try with their students include analyzingadvertisements and role-playing.Group 2 focused on working on possibilities for schools and teachers toimplement gender as a topic in the school structure. There are various possibilitiesto make the topic visible, such as: a “Pedagogy Day” at school conferences,parent-teacher meetings, the school’s internal continuing education programfor teachers (SCHILF – Schulinterne LehrerInnen Fortbildung), introducing a“gender representative”, etc. A special school community committee (Schulgemeinschaftsausschuss– SGA) decides on general matters as well as planning newtopics and events. There is space for presenting new topics in different ways,depending on the school. In addition, the employee representative meeting(Personalvertretungssitzung – PV) can be a suitable forum for a discussion onthe topic of gender-sensitive teaching or for a report of the workshop. As theparticipants in this workshop know the decision-making structure in theirschools best, it is they who can best way to position the topic.Group No. 3 reflected on their own questions. The manner and methodof questioning can influence the number of possible answers and thus thelearner’s room for maneuver.144
In the plenary group, we discussed strategies that were developed overthe course of the workshop in response to each experience presented and notedthem on a poster. In addition, the participants also shared possible strategiesfor various classroom situations with each other.The aim of the workshop was to influence the individual teachers’“behavioral repertoire”. For example, one participant recounted that only boysapply to be the form captain, even if the majority of students in the class aregirls. The strategy developed: challenge the girls.Some situations show that it is important to normalize typical genderdifferences. For example, if girls use a circular saw, teachers should not pointout that it is unusual or very hard for girls to use such a machine, but theyshould ask them to work with it as they would request any normal task.Another example: if boys ask to use a sewing machine, they should be encouragedto do so and the fact that this is a machine usually used by girls should notbe discussed. The participants regarded it as very important to ignore certaindifferences in everyday school life.That said, sometimes gender-sensitive teaching requires us to discusscertain differences. If, for example, the boys sitting in the front row cooperatevery officiously and never take their eyes off the female teacher, the teachershould first go behind the boys to where the girls are sitting and address thegirls. As a second step, if the teacher feels the tension emanating from the boysis of a sexual nature, the teacher can discuss it with the class through exerciseson gender differences, sameness, desire and respecting others. This presupposesthat teachers deal with such situations head on and do not get diverted by theemotions at play. Female participants in particular reported situations in whichthey felt uneasy as a female teacher. We called one of those stories “penises onthe blackboard” and through role-play tried out different reactions to boys’drawings on the blackboard. One possible reaction is to mirror the boys’action by drawing big vaginas next to the penises and instigating a discussionof sexuality; another possibility is to complete the drawing or in biology todraw a correct sketch; scold (yes, this should be allowed), and show one’s ownfeelings (e.g. by saying “Stop; I do not want to see such drawings; This makesme uneasy; Do not do this again; etc). Even if the situations are different inreal school life, role-playing strengthens teachers’ self-confidence and motivatesthem.145
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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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practice”. 43 She explains MacKin
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Page 98 and 99: Sebastien, Amanda. “Tendencies in
Page 100 and 101: a historical moment when technologi
Page 102 and 103: As earlier noted, there are certain
Page 104 and 105: new per se, they like Internet-base
Page 106 and 107: where technological and media accou
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 136 and 137: A further dimension is knowledge ab
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 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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