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This allows her to conceptualize a feminist generationality that is affirmativeinstead of negative. In addition, by bringing in cartography, feminism can alsoshift the referentiality of the negative concept of generation: cartographicallyor diagrammatically grouping feminists allows us to abandoning generationsas predetermined age groups. It allows for the constitution of links betweenfeminists on the basis of what their work does or allows us to do. The workis no longer seen as merely referential, that is, treated in a representationalistmanner; allowing for taking into consideration what the work does allows usto move beyond where the work comes from, and what it, consequentially,is assumed to do. Cutting across age groups, a feminism of sexual difference,constrained by a focus on women, is indeterminate in its outcomes. 14 I mightproduce a text, give a lecture, or analyse a lecture by one of my own teachersin 2009 that does what a second-wave feminist text, analysis, or lecture wassupposed to do in the 1970s. A second-wave feminist claim might be thirdwavein that it does not work with sequential negation and progress narrative.And so on. Allowing for this by moving away from a classificatory logic, I wantto claim, a generationality is constructed that is generative of feminist theories,methodologies, and insights, not always already generated in a referential anddualist sense, that is, buying into the parameters set by patriarchy. It is thisconceptualization of generationality that structures third-wave feminist theory.It is important to emphasise that the concept gets constructed when two generationsof feminists work together.Third-Wave Feminist Generationality:Anti-Representationalist and Affirmative ConceptualizationsThird-wave feminism allows for a conceptualization of generationality that qualitativelyshifts the patriarchal one several second-wave feminists bought into byfollowing a classificatory logic. It also stages a non-dualist, Unoedipal relationalitybetween two generations of feminists, that is, it performs the female line inRich’s spirit. Playful conceptualization continues the work of breaking throughthe referentiality and negativity that structures conventional (feminist) conceptualizationsof generationality, and works towards a new concept predicated onanti-representationalism and affirmation. Anti-representationalist, affirmative14Cf. Elizabeth Grosz, “Histories of a Feminist Future,” Signs: Journal of Women in Culture and Society 25 (summer2000): 1017–21.24
generationality, in theory as well as in (teaching) practice, involves a feminismof sexual difference that affirms the mother-daughter relationship, empiricallyas well as figuratively, precisely because it does not make sense to negate it. 15 Inother words, it does not embark upon what Rich has called a ‘matrophobia.’ 16Negation entails remaining confined within the framework that one intendsto shift, because, as Michel Serres has powerfully stated: “An idea opposed toanother idea is always the same idea, albeit affected by the negative sign. Themore you oppose one another, the more you remain in the same frameworkof thought.” 17 This is clearly illustrated by the second-wave feminist patriarchalconceptualization of generationality. Intending to break through secondwavefeminism as well as patriarchy, third-wave feminism exchanges negationfor affirmation. The creativity that is necessary for this shift includes antirepresentationalism.The theorists whom I call ‘third-wave feminist’ includeSara Ahmed and Claire Colebrook. Third-wave feminist practices are to befound in a teaching context, but also in the socio-political and cultural sphere.The music of for instance the U.S. band Le Tigre (particularly their song ‘HotTopic’) and the Profesora project of the Swedish performer Catti Brandeliusare exemplary instances. However, let me continue first with discussing thesecond-wave feminism of sexual difference that third-wavers work with.Second-wave feminism of sexual difference came in two guises. First, thereis thinking ‘difference’ according to the Anglo-American definition: of which thepractice ‘feminist standpoint epistemology’ 18 was the famous epistemic outcome.Second, there was the feminism of sexual difference according to the Frenchtradition. In the 1970s and 80s this work had, however, not yet become sedimentedinto the classifications of feminist theory that were so central to genderstudies when post-feminism was hailed by its students and by young activists inthe 1990s. Rosi Braidotti ended Patterns of Dissonance, her book-length study ofradical French feminist theories of sexual difference, by asking whether the voicesof the feminists under study had been heard. 19 The implied answer in the beginningof the 1990s was clearly: no, they had not. On the other hand, Rich, who isfrom the U.S., shows how the two traditions converge as well as diverge.15Braidotti in Henry, Not My Mother’s Sister, 11.16Rich, Of Woman Born, 235.17Michel Serres with Bruno Latour, “Third Conversation: Demonstration and Interpretation,” in Conversations onScience, Culture, and Time (Ann Arbor: The University of Michigan Press, 1995): 81.18Harding , The Science Question.19Rosi Braidotti, Patterns of Dissonance: A Study of Women and Contemporary Philosophy (Cambridge: Polity Press,1991), 273.25
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 and 16: The institutional context of Women
Page 17: The chapters present new feminist e
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 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
Page 66 and 67: of a link to already existing stere
Page 68 and 69: The alien’s green colour tells of
Page 70 and 71: Implications of teaching Critical W
Page 72 and 73: ness to people with different backg
Page 74 and 75: 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
Page 120 and 121:
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
Page 136 and 137:
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
Page 146 and 147:
Presentations from the working grou
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ConclusionTeachers’ self-reflecti
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Mühlen Achs, Gitta. Geschlecht bew
Page 152:
Milka Metso, PhD Candidate, Univers
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