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ing system without a General and without an organizing memory or centralautomaton, defined solely by a circulation of states.” 36An example of a generational argument structured according to acartographical logic that is rhizomatic is to be found in Teresa de Lauretis’sinaugural lecture paradoxically entitled ‘Feminist Genealogies.’ 37 (I use thisarticle often when I teach gender studies.) De Lauretis presents an argumentabout women, writing, and silence/ madness following her own cartographyof feminists: Elena Lucrezia Cornaro Piscopia, Anna Maria van Schuurman,Belle van Zuylen, and Virginia Woolf, but also Rosi Braidotti, ShoshanaFelman, Audre Lorde, and Angela Davis. The situatedness involved shouldnot be understood in an individualist way (as in De Lauretis placing herselfcenter-stage, that is, assuming a Subject) nor should it be read as predetermined(De Lauretis’ location is effectuated in the mapping exercise). The carto graphybeing situated simply means that it is affirmative in nature and easy to accessfor every reader (it can be adjusted, changed, added to, questioned, … in anaffirmative way). The list of feminists De Lauretis works with sets in motion adisciplinary, embedded circulation as well as an empirical one that she embodies.Additionally, the work presented has no progress narrative structure: the analysisof women and writing traverses the theories used (it extends across them) andcan be said to produce a rhizomatic account. Hierarchies are neither creatednor relied upon. De Lauretis presents a circulation of women’s ideas in orderto bring forward an analysis of the topic in question that is singular (it doesnot affirm previously existing analyses). The intersubjective approach can berepeated easily, yet there is no reason for others to follow the same female line,the same circulation pattern or cartography. The map presented is in no wayrepresentationalist; neither the theories relied upon and shifted nor the claimsreferenced and made refer to something that exists ‘out there,’ something thatis traced. Making the argument entails staging a relationality that is partial inHaraway’s sense of the term. Despite the fact that De Lauretis is, referentiallyspeaking, a member of the first generation of gender studies scholars, her workis utterly useful for contemporary gender studies teaching practices, and canbreak through that referentiality. It can be said to be as exemplary of thirdwavefeminism as the work of Ahmed, Colebrook, Le Tigre, and Profesora is.De Lauretis teaches us how a generationality that is third-wave plays out. Using36Deleuze and Guattari, A Thousand Plateaus, 21.37Teresa de Lauretis, “Feminist Genealogies: A Personal Itinerary,” Women’s Studies International Forum 16 (January-February 1993): 393–403.30
the work of De Lauretis in class and asking students to follow in her footstepsand construct their own cartographies is an instance of employing third-wavefeminist generationality in the classroom. In doing so, De Lauretis is affirmed asa foremother (her work is part of the course syllabus), but the students’ responseto it (the construction of their own cartographies) affect classroom dynamicsalso. De Lauretis does not present a classification of feminist thought that teachersand students are tempted to memorize thus effectuating a hierarchy/asymmetrybetween the generations. The inter subjectivity that is effectuated insteadis a promising instance of a shift in generational logic.Third-Wave Feminist Practices of Teaching Gender StudiesDeleuze and Guattari write that a rhizomatic model or cartographicalmethodology does not involve a negation of the tree-like model or classificatorymethodology: “We employ a dualism of models only in order to arrive at aprocess that challenges all models. Each time, mental correctives are necessaryto undo the dualisms we had no wish to construct but through which we pass.” 38Their position is similar to the practice of dis-identification according to whichsecond-wave feminist theory is traversed by third-wave feminists. This impliesthat teaching according to a third-wave feminist generational logic, whichcan be done by gender studies scholars throughout, does not mean that theclassifications of second-wave feminist theories or epistemologies are necessarily(to be) left behind. In my own teaching of feminist classics or feminist theoriesfor the undergraduate and graduate gender studies programmes of the Facultyof Humanities of Utrecht University in the Netherlands I explain equalityfeminism, feminisms of (sexual) difference, and deconstructive thinking aswell as feminist empiricism, feminist standpoint theory, and feminist postmodernismprecisely so as to be able to traverse the feminist canon. A feministcanon – set up according to a classificatory logic in most textbooks available forundergraduate students and written by the first generation – is not affirmed nordo I ask my students to reject/ argue against the work presented or approachfollowed in those books. The teaching I am involved in is dis-identificatory:it allows for practices according to which such identifications with certainfeminisms and certain feminist approaches as are always already made cometo be traversed.38Deleuze and Guattari, 20; emphasis added.31
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 30 and 31: To traverse the classifications of
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
Page 80 and 81: As a method, memory work focuses on
Page 82 and 83:
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
Page 102 and 103:
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
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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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
Page 128 and 129:
ReferencesBlanchard, Soline, Jules
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As the learning outcomes demonstrat
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Within the organizational structure
Page 134 and 135:
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
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Milka Metso, PhD Candidate, Univers
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