Buikema tells <strong>the</strong> story of Sarah Baartman. Circling around <strong>the</strong> so-called ‘Truestory of Baartman’ and never really approaching it, Buikema performs a readingstrategy that is <strong>third</strong>-<strong>wave</strong> feminist. The o<strong>the</strong>r authors of <strong>the</strong> book, who havewritten about warrior figures as diverse as Simone de Beauvoir, Barbie, PeterPan, Florence Nightingale, <strong>the</strong> cyborg, and Maria Magdalena, embark uponsimilar readings and re-readings.<strong>Teaching</strong> gender studies according to a <strong>third</strong>-<strong>wave</strong> feminist generationallogic is affirmative about <strong>the</strong> (academic) feminist legacy that sprang out ofsecond-<strong>wave</strong> feminism and its epistemic twist, but does not treat this legacyas clear-cut and ‘out <strong>the</strong>re.’ Following a cartographical methodology that performsan affirmative and anti-representationalist generationality, <strong>third</strong>-<strong>wave</strong>pedagogy allows students and teachers to work on <strong>the</strong> circulation of women’sideas ra<strong>the</strong>r than to re-affirm <strong>the</strong> circulation of women through <strong>the</strong> hands ofmen. Insofar as <strong>third</strong>-<strong>wave</strong> feminism is not structured round matrophobia,it can be both a practice and an epistemology that avoids dismissing <strong>the</strong> workof previous generations. Shifting Oedipal generationality however, <strong>third</strong>-<strong>wave</strong>feminism in <strong>the</strong>ory and teaching practice allows for students to affect (canonicalwritings on) feminist <strong>the</strong>ory and to be affected by it. Third-<strong>wave</strong> feminismempowers students in a non-individualist, intersubjective manner.ReferencesBarad, Karen. Meeting <strong>the</strong> Universe Halfway: Quantum Physics and <strong>the</strong> Entanglement of Matterand Meaning. Durham and London: Duke University Press, 2007.Braidotti, Rosi. Patterns of Dissonance: A Study of Women and Contemporary Philosophy.Cambridge: Polity Press, 1991.Braidotti, Rosi. Nomadic Subjects: Embodiment and Sexual Difference in ContemporaryFeminist Theory. New York: Columbia University Press, 1994.Braidotti, Rosi. Metamorphoses: Towards a Materialist Theory of Becoming. Cambridge:Polity Press, 2002.Buikema, Rosemarie and Iris van der Tuin, ed. Doing Gender in Media, Art and Culture.London: Routledge, 2009.Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and <strong>the</strong> Politics ofEmpowerment. London: Routledge, 1991.34
Crenshaw, Kimberlé. “Demarginalizing <strong>the</strong> Intersection of Race and Sex: A Black FeministCritique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.” The Universityof Chicago Legal Forum (volume 1989): 139—67.Crenshaw, Kimberlé. “The Intersection of Race and Gender” in Critical Race Theory: The KeyWritings That Formed <strong>the</strong> Movement, ed. Kimberlé W. Crenshaw et al. (New York: The NewPress, 1995), 357--83.Deleuze, Gilles. Difference and Repetition. New York: Columbia University Press, [1968]1994.Deleuze, Gilles and Félix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis:University of Minnesota Press, [1980] 1987.Dolphijn, Rick and Iris van der Tuin. “Pushing Dualism to an Extreme: On <strong>the</strong> PhilosophicalImpetus of A New Materialism.” Under review.Feigenbaum, Anna. ”Review of Different Wavelengths: Studies of <strong>the</strong> Contemporary Women’sMovement”, by Jo Reger, Journal of International Women’s Studies 9 (May 2008): 326--9.Grosz, Elizabeth. “Histories of a Feminist Future.” Signs: Journal of Women in Culture andSociety 25 (summer 2000): 1017--21.Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and <strong>the</strong> Privilegeof Partial Perspective.” Feminist Studies 14 (Fall 1988): 575--99.Harding, Sandra. The Science Question in Feminism. Milton Keynes: Open University Press,1986.Henry, Astrid. Not My Mo<strong>the</strong>r’s Sister: Generational Conflict and Third-Wave Feminism.Bloomington: Indiana University Press, 2004.Hemmings, Clare. “Telling Feminist Stories.” Feminist Theory 6 (August 2005): 115--39.Irigaray, Luce. “The Question of <strong>the</strong> O<strong>the</strong>r.” Yale French Studies 87 (May 1995): 7—19.Jaggar, Alison M. Feminist Politics and Human Nature. Sussex: The Harvester Press, 1983.Lauretis, Teresa de. “Feminist Genealogies: A Personal Itinerary.” Women’s Studies InternationalForum 16 (January-February 1993): 393--403.Nelson, Lynn Hankinson. “Epistemological Communities,” in Feminist Epistemologies, ed.Linda Alcoff and Elizabeth Potter (New York: Routledge, 1993), 121--59.Parnes, Ohad et al.. Das Konzept der Generation. Frankfurt am Main: Suhrkamp, 2008.Rich, Adrienne. Of Woman Born: Mo<strong>the</strong>rhood as Experience and Institution. New York: W.W.Norton, 1976.Rich, Adrienne. “Compulsory Heterosexuality and Lesbian Existence,” in The Lesbian andGay Studies Reader, ed. Henry Abelove et al. (New York: Routledge, [1981] 1993), 227—54.35
- Page 1: Teaching with the Third WaveNew Fem
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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