Teaching with the third wave new feminists - MailChimp

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To traverse the classifications of feminist theory means that third-wave feminismcannot be slotted into one of the previous classes, and does not work accordingto classification either. A third-wave feminist theory is neither an equalityfeminism nor a difference feminism, nor is it a deconstructive feminism. It isneither a feminist empiricism nor a feminist standpoint theory nor a feministpostmodernism. Third-wave feminist theory extends across these classes byaffirming their existence (not negating them), while simultaneously shiftingthem. To extend across, then, involves a dis-identificatory practice that ischaracteristic of third-wave feminism. 28 By claiming that my feminist theory isnot (one of) the classes of second-wave feminist theory, I affirm the existenceof the classes, but move beyond them. The particularity of third-wave feministtheory is that it allows me to move beyond second-wave feminism in a nonteleologicalmanner. Let me give an example.Positioning myself as a third-wave feminist materialist when writingand lecturing I affirm the second-wave feminist materialism (feminist standpointepistemology) that I do not follow in my work. I constitute a newfeminist materialism that is neither second-wave materialist nor materialistin the patriarchal (e.g. Marxist) sense. Third-wave feminist materialismextends beyond both categories in its constitution of a new epistemology. In fact,third-wave feminist materialism has acted upon Donna Haraway’s diagnosis ofsecond-wave feminist theory. In ‘Situated Knowledges: The Science Questionin Feminism and the Privilege of Partial Perspective’ 29 Haraway has shownhow feminist empiricism and feminist postmodernism make out a so-called‘non-exhaustive opposition.’ 30 By acting on what feminist empiricism andfeminist postmodernism share (a correspondence theory of truth, for instance)the commonality is first affirmed (constituting a continuity between womenwho have seemingly divergent epistemological preferences) and then shifted(moving into the direction of an anti-representationalist epistemology, that is, anew feminist materialism, which focuses on the making of scientific statementsthus moving away from their alleged reflection of nature or academic culture). 312 8Henry, Not My Mother’s Sister, 7.29Donna Haraway, “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective,”Feminist Studies 14 (Fall 1988): 57–99.30For the term ‘non-exhaustive opposition’ see Lynn Hankinson Nelson, “Epistemological Communities,” inFeminist Epistemologies, ed. Linda Alcoff and Elizabeth Potter (New York: Routledge, 1993), 121–59.31For the particular example of correspondence theories of truth (representationalism) and anti-representationalismsee Karen Barad, Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning(Durham and London: Duke University Press, 2007).28
In methodological terms, one could say that Marxist materialism and secondwavefeminist materialism as well as feminist empiricism and feminist postmodernismhave a place on the third-wave feminist map, but that these epistemicclasses do not exhaust the map. Third-wave feminist theory shows that Marxistmaterialism is not exhaustively shifted by second-wave feminist materialism,since the latter tradition buys into the assumptions of the former by negatingthem. The same pattern is at work concerning feminist postmodernism’ssupposed shifting of feminist empiricism. Where Marxist materialismis patriarchal, second-wave feminist materialism reinstates patriarchalassumptions by arguing against them. Moreover where feminist empiricismis representationalist, feminist postmodernism reinstates representationalistpresuppositions by arguing against them. Not working on the (negative)relational nature of a negation allows for the unwanted assumptions toinfiltrate the supposedly new feminist theory. Extending across Marxist materialismand second-wave feminist materialism as well as feminist empiricismand feminist postmodernism following a methodology of mappingor cartography allows third-wave feminist theory to constitute a qualitativeshift. 32 I have specified the methodological consequences of an affirmativeconceptualization of generationality as cartographical. 33 This methodologybreaks once and for all with the classificatory strategy, or tree-like structure,traditionally linked to generationality as a genealogical “logic of tracing andreproduction.” 34 Cartography is an embedded and embodied, that is, situatedpractice 35 that does not let itself to be defined according to sequentialnegation and progress narrative. Its structure is rhizomatic rather than treelike.Gilles Deleuze and Félix Guattari have written the following about thisstructure: “Unlike the tree, the rhizome is not the object of reproduction:neither external reproduction as image-tree nor internal reproduction as treestructure.The rhizome is antigenealogy. (…) In contrast to centered (evenpolycentric) systems with hierarchical modes of communication and preestablishedpaths, the rhizome is an acentered, nonhierarchical, nonsignify-32Cf. Rick Dolphijn and Iris van der Tuin (under review). “Pushing Dualism to an Extreme: On the PhilosophicalImpetus of A New Materialism.”33Cf. Iris van der Tuin and Rick Dolphijn (under review). “The Transversality of New Materialism.”34Gilles Deleuze and Félix Guattari, A Thousand Plateaus: Capitalism and Schizophrenia (Minneapolis: Universityof Minnesota Press, [1980] 1987), 12; cf. Ohad Parnes et al., Das Konzept der Generation (Frankfurt am Main:Suhrkamp, 2008).35Rosi Braidotti, Metamorphoses: Towards a Materialist Theory of Becoming (Cambridge: Polity Press, 2002).29
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 26 and 27: This allows her to conceptualize a
Page 28 and 29: The Anglo-American and the French t
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
Page 76 and 77: Räthzel, Nora. “Nationalism and
Page 78 and 79: 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
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