and conflictual ones), and since <strong>the</strong>y only exist <strong>with</strong>in <strong>the</strong> family structure,<strong>the</strong>y exist in accordance <strong>with</strong> <strong>the</strong>ir relations <strong>with</strong> older men (fa<strong>the</strong>rs), men of<strong>the</strong>ir own age (husbands), or younger men (sons). In performing this analysis,Rubin <strong>the</strong>orized an important second-<strong>wave</strong> feminist insight: patriarchy (or‘<strong>the</strong> sex/gender system,’ as she calls it) only allows for women to be definedin relation to men, and as such, <strong>the</strong>re can only exist discontinuities betweenwomen. Rubin has shown that it is <strong>the</strong> form of social organization structuredby <strong>the</strong> exchange of women (patriarchy) that engenders discontinuity or what Ihave called negation or ‘dualism.’ In addition to laying bare <strong>the</strong> foundations of<strong>the</strong> negative aspect of conventional generationality, Rubin has also shown thatgenerationality in such a constellation must be referential. In o<strong>the</strong>r words <strong>the</strong>relations according to which women get to be placed in <strong>the</strong> social and familialsphere are always already determined, that is, <strong>the</strong> situation in which womenfind <strong>the</strong>mselves is grossly over-coded.Acting upon Rubin’s conclusions, Adrienne Rich moved beyond <strong>the</strong>analysis of patriarchy to create a programme for feminism. In o<strong>the</strong>r wordsto smash patriarchy, we need to work on continuities between women. In OfWoman Born, Rich shows how a conceptualization of generationality can bebuilt that is non-dualist and affirmative. In patriarchy <strong>the</strong> mo<strong>the</strong>r- daughterrelationship has become a relationship of mutual exclusion despite <strong>the</strong> empiricalfact that each mo<strong>the</strong>r is a daughter too, and each daughter may become amo<strong>the</strong>r, Rich claims. This is true in a real as well as figurative sense: all womenare mo<strong>the</strong>r and daughter alike, because women act to type in relating to o<strong>the</strong>rwomen. ‘Mo<strong>the</strong>rs,’ that is, and ‘daughters’ are also figurations, that is, <strong>the</strong>yextend beyond empirical referentiality. In addition, mutual exclusion entails ahierarchical order according to which mo<strong>the</strong>rs are <strong>the</strong> equivalent of <strong>the</strong> ‘eternalgiver’ and of <strong>the</strong> negative, and daughters are <strong>the</strong> equivalent of <strong>the</strong> ‘free spirit’and of <strong>the</strong> positive. These equations are <strong>the</strong> effect of patriarchy, since “patriarchalattitudes have encouraged us to split, to polarize, <strong>the</strong>se images, and to projectall our unwanted feelings of guilt, anger, shame, power, freedom, onto <strong>the</strong>‘o<strong>the</strong>r’ woman.” 7 This empirical and figurative pattern should be subverted,because “any radical vision of sisterhood demands that we reintegrate <strong>the</strong>m.” 8Her conclusion is that <strong>the</strong>re might have been <strong>the</strong> ‘deepest mutuality’ betweenmo<strong>the</strong>r and daughter if patriarchy had not intervened, and that feminism7Adrienne Rich, Of Woman Born: Mo<strong>the</strong>rhood as Experience and Institution (New York: W.W. Norton, 1976), 253.8Ibid.22
should aspire to create this mutuality. 9 Rich’s work thus allows us criticize both<strong>the</strong> referentiality and <strong>the</strong> negativity of <strong>the</strong> patriarchal conceptualization ofgeneration.Rich’s standpoint, like Rubin’s ‘The Traffic in Women,’ 10 is thatcontinuity between women will have to be restored, and this can be characterisedas a feminism that is affirmative of sexual difference. Such feminism is nowconsidered to be outdated 11 if we look to <strong>the</strong> well-known classifications offeminist thought. 12 Looking at this feminism carefully, however, allows me toshow how it not only provides a diagnosis of Oedipal (feminist) generationality(as presented above), but also how it presents an alternative conceptualization ofgenerationality as well as an alternative methodology for academic feminism. Thisdouble move is exemplary for <strong>third</strong>-<strong>wave</strong> feminism. As I will explain below, itis in <strong>the</strong> context of <strong>the</strong> feminist classroom that I have come to such an understandingof <strong>the</strong> work of my foremo<strong>the</strong>rs. The concept of generationality thatI am talking about as a <strong>third</strong>-<strong>wave</strong> feminist academic is both non-linear andnon-hierarchical, and its accompanying methodology consists of cartography.Apart from critiquing referentiality and negativity, Rich critiquessequential negation and progress narrative (<strong>the</strong> characteristics of a classificatorymethodology). All of this is encompassed in <strong>the</strong> following statement: “Without<strong>the</strong> unacclaimed research and scholarship of ‘childless’ women, <strong>with</strong>out CharlotteBrontë (who died in her first pregnancy), Margaret Fuller (whose major workwas done before her child was born), <strong>with</strong>out George Eliot, Emily Brontë,Emily Dickinson, Christina Rossetti, Virginia Woolf, Simone de Beauvoir– we would all today be suffering from spiritual malnutrition as women.” 13Rich <strong>the</strong>n affirms <strong>the</strong> importance of <strong>the</strong>se writers’ work, so as to reinstallcontinuity between women, that is, a conceptualization of generationality thatshifts <strong>the</strong> patriarchal concept and practice reviewed above. This is also in contrastto <strong>the</strong> post-feminist habit of critiquing women who have come before us (andas a consequence repeating <strong>the</strong> patriarchal concept of Oedipal generationality).Rich wishes to think along a female line, which is not necessarily teleological.9In ano<strong>the</strong>r important publication, Rich has labeled this continuity ‘<strong>the</strong> lesbian continuum.’ Both Rubin and Richhave gradually moved to working on <strong>the</strong> intersection between patriarchy and compulsory heterosexuality. This shiftlies beyond <strong>the</strong> scope of this chapter. See Adrienne Rich, “Compulsory Heterosexuality and Lesbian Existence,” inThe Lesbian and Gay Studies Reader, ed. Henry Abelove et al. (New York: Routledge, [1981] 1993), 227–54).10In her later work Rubin moved away from this standpoint. I will not go into <strong>the</strong> queer Rubin in this chapter.11Cf. Clare Hemmings, “Telling Feminist Stories,” Feminist Theory 6 (August 2005): 115–39.12See Alison M. Jaggar, Feminist Politics and Human Nature (Sussex: The Harvester Press, 1983); Sandra Harding,The Science Question in Feminism (Milton Keynes: Open University Press, 1986).13Rich, Of Woman Born, 251–2.23
- Page 1: Teaching with the Third WaveNew Fem
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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
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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