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attention to the difference between Second Wave and Third Wave feministsin relation to the integration of technology and media into the feministclassroom. She suggests a kind of techno-mindfulness and a continuous reflectionregarding how we engage with media and technology in pedagogicalsituations.The sixth chapter, “Teaching Gender outside Academia: TrainingEconomic, Social and Political Actors on Gender Equality in France”contributed by Soline Blanchard and Milka Metso is a report of the authorsexperience in creating the business “Valta Göra” which offers training andconsulting regarding gender equality for French private and public organisations.The authors discuss the difficulties and advantages of their own positionsof being inside and outside academia; and they present their creative strategiesfor transferring feminist ideas into professional contexts. This article is thereforeexemplary of one of ATHENA’s goals, namely to foster the relationshipbetween the academy and societal stakeholders.The last chapter, written by Solveig Haring and Anita Mörth School on“’School and Teaching from a Gender Perspective – Gender Sensitive Didactics’.Review and Evaluation of a Continuing Education Workshop for AustrianGrammar School Teachers” presents and reflects on an in-service- seminar ingender sensitive didactics for Austrian high-school teachers. Here the readerfinds, on the one hand, a detailed description of the pedagogical practices thatwere used to sensitize the participants to various gendered positioning and tostimulate the exploration of alternatives. On the other hand, it presents thevoices of the participants in the seminar regarding what they perceive that theyhave learnt in the seminar and what they would like to pursue in their ownteaching.The concept of feminist cartographies does not seek completeness nordoes it envisage an entity composed of a particular number of issues. A readerof this volume may miss one or more aspects that she would think of as relatedto the Third Wave. However, in the awareness that a chapter on queer studiesor reflections coming from critical men and masculinity studies would indeedbe suitable for a book concerned with “Teaching Gender”, the composition ofthemes in this volume can best be described as a particular cartography of thestudent network WeAVE whose members do not embrace all the facets of theThird Wave. This book is of interest for all readers who are themselves involvedin teaching/transferring gender and feminist ideas, in and beyond the academy.14
The chapters present new feminist explorations of teaching/transferring genderboth from a theoretical perspective and through different case studies. Becauseof its focus on a Third Wave perspective, the topics that are addressed will alsoappeal to graduate students since they not only will help them to explore theirown experiences as those being taught, but they will also invite them to joinin future discussions and further developments in teaching/transferring genderand feminist ideas.ReferencesBraidotti, Rosi. Metamorphoses. Cambridge, Oxford: Polity, 2002.Friedman, Susan Stanford. Mappings. Feminism and the Cultural Geographies of Encounter.Princeton: Princeton University Press, 1998.Garstenauer, Therese et al. Teaching Subjects In Between: Feminist Politics, Disciplines,Generations. Travelling Concepts in Feminist Pedagogy: European Perspectives. York, England:Raw Nerve Press, 2006.Heywood, Leslie L. “Introduction: A Fifteen-Year History of Third-Wave Feminism,“ inThe Women’s Movement Today. An Encyclopedia of Third-Wave Feminism. Volume 1,(Westport, Connecticut: Greenwood Press, 2006): xv–xvii.Kroløkke, Charlotte, Scott Sørensen, Ann, Gender Communication Theories & Analyses(London: Sage Publication 2005).Rasmusson, Sarah L. “Women’s Movement 1990 – Present,“ in Encyclopedia of AmericanSocial Movements (Armonk: M.E. Sharpe, 2003): 429–435.Walker, Rebecca. “Becoming the Third Wave,“ in Ms. 39 (January/February 1992): 41.Wolf, Naomi. Fire with Fire: The New Female Power and How It Will Change the 21st Century.New York: Random House, 1993.15
Page 1: Teaching with the Third WaveNew Fem
Page 4 and 5: © Åse Bengtsson and Catti Brandel
Page 6 and 7: “This Is Not Therapy!” 75Un/Exp
Page 9 and 10: PrefaceThe idea of writing this boo
Page 11 and 12: IntroductionDaniela Gronold, Brigit
Page 13 and 14: Brandelius who is portrayed on the
Page 15: The institutional context of Women
Page 20 and 21: IntroductionSecond-wave feminism is
Page 22 and 23: Second-Wave Feminist Generationalit
Page 24 and 25: and conflictual ones), and since th
Page 26 and 27: This allows her to conceptualize a
Page 28 and 29: The Anglo-American and the French t
Page 30 and 31: To traverse the classifications of
Page 32 and 33: ing system without a General and wi
Page 34 and 35: Let me end this chapter by providin
Page 36 and 37: Buikema tells the story of Sarah Ba
Page 38 and 39: Roof, Judith. “Generational Diffi
Page 40 and 41: postmodern capitalism and the impli
Page 42 and 43: European scope and its neoliberal c
Page 44 and 45: front. A strong motivation offered
Page 46 and 47: In her editorial response to Hemmin
Page 48 and 49: Gender Studies’, 28 I agree with
Page 50 and 51: expected to play a central role as
Page 52 and 53: Implications for teaching gender: d
Page 54 and 55: These re- appropriations cannot be
Page 56 and 57: Puig de la Bellacasa, Maria. “Fle
Page 58 and 59: We are both white scholars who grew
Page 60 and 61: mapped in the first part of project
Page 62 and 63: able much earlier; therefore the pe
Page 64 and 65: 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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has been exposed to subjection by o
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Sebastien, Amanda. “Tendencies in
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a historical moment when technologi
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As earlier noted, there are certain
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new per se, they like Internet-base
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where technological and media accou
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to avoid binaristic traps, rejectin
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ReferencesBraidotti, Rosi. Metamorp
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IntroductionIn 2007, with two other
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WoMen at workIn all, it took us alm
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Facing Uncertainties and Self-quest
Page 118 and 119:
Doctorate degree’s curricula for
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In addition, many feminist academic
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and duties which are seen as comple
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answers adapted to their own profes
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As the form of the message counts a
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ReferencesBlanchard, Soline, Jules
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As the learning outcomes demonstrat
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Within the organizational structure
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Gender-sensitive didactics can be p
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A further dimension is knowledge ab
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Teaching materialsSince language is
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and absences, both short term and p
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The cliché cloakroomSometimes it w
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and goatees, later almost all wante
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Presentations from the working grou
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ConclusionTeachers’ self-reflecti
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Mühlen Achs, Gitta. Geschlecht bew
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Milka Metso, PhD Candidate, Univers
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