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We are both white scholars who grew up and currently live in the increasinglyracialized and neo-nationalistic societies of Austria (Daniela Gronold) andDenmark (Linda Lund Pedersen). 2 With few exceptions, we mainly teachwhite students from the same country in our classrooms at the university. 3With regard to race and people affected by racism in this context, race is ofteninvisible or considered as not significant since white people tend to refer topeople of other skin colours than white as coloured. Furthermore, as we will examinemore closely below, in these countries race and racism is largely removedfrom white people’s consciousness by the grand narratives of the nation statewhile simultaneously being covered by categories such as culture, ethnicity orreligion. The challenges in our teaching comprise the colour-blindness of whitepeople, including our own, and the invisibility of whiteness as a racial categoryin the perception of white people. This takes up Ruth Frankenberg’s observationthat it is only white people as a group who lack awareness of their ownskin colour – individuals from other groups will immediately identify a whiteperson as being white. 4Our chapter is the fruit of a long, ongoing discussion of racialization and ourown embodiment as individuals and more specifically our roles as scholars withinracial structures. In our latest research projects, we have both examined the publicdebates in our national contexts in relation to the constructed “other” and dealtwith methodological enquiries into the contested field of gender and race/ethnicity.Who “we” areOur first meeting was within the NOISE Summer School in Ljubljana 2004,where we were engaged in discussions on New European Identities and MediatedCultures: Revisiting the Politics of Location, as the title of the course indicates. 52Peter Hervik, “On the new Racism in Europe”, in ETHNOS (Vol. 69: 2 June 2004): 149-155 and Sevgi Kilic,Sawitri Saharso and Birgit Sauer. “Introduction: The Veil: Debating Citizenship, Gender and Religious Diversity”, inSocial Politics (vol. 15:4 2008) : 397-4103The exception we have in mind here is Linda Lund Pedersen’s experience of teaching a course on ‘Gender, Bodyand Sexuality in Scandinavia’ to US-American undergraduate students in Denmark. The students seem to be moreaware of categories concerning races-issues. This is not to say that they had a more critical approach to races anddivisions of races but they did not have a distanced attitude to discuss races4Ruth Frankenberg, The social construction of whiteness, (London: Routledge 1993).5NOISE stands for the Network Of Interdisciplinary Women’s Studies in Europe and is made possible by a grantof the EU Lifelong Learning Programme (Erasmus Intensive Programmes, DG Education & Culture). Starting in1994, the NOISE Summer School has been a successful yearly event, giving students and teachers the opportunityto exchange their knowledge in the field of Women’s Studies in an international context. (http://www.genderstudies.nl/index.php?pageid=6 located last on 14. April 2009)56
The two clusters – Diasporic cultures: De/constructing Home: Migration andBorder-Crossing in Europe and The Black Venus in Europe: Legacies of Empire –might be seen as a foreshadowing of our common interests until today. Sinceour first meeting in Ljubljana our academic and personal lives have been interwoven.In 2005 we were both studying in the Women’s Studies Programmein Utrecht. Today we are the coordinators of the Student Forum of ATHENA– WeAVE. This chapter is the offspring of a feminist friendship that crossesmultiple borders: national, disciplinary, and language.The construction of the “other”In our latest research projects, we both examined the process of “othering inthe public” debates with regard to the construction of “foreigners/guests” inour countries of residence, Austria (Daniela Gronold) and Denmark (LindaLund Pedersen). The Austrian study focused on media representations ofChechen asylum seekers in the Austrian province of Carinthia in two localdaily mainstream newspapers. These representations were made up of threebouts of intensive reporting (August 2006, January 2008, and July/ December2008/January 2009) which suggest a troublesome relation between long-termwhite Austrian residents and asylum seekers. The Danish case study investigatedthe hegemonic representation and stereotypization of the “other” by dominantmajority media which can be connected to the particular historical andsocio-political “self”-and-“other“-understanding in Denmark. This includedexpectations with regard to the local norms and values pertaining to gender relations.The Danish research is embedded in a larger European project (VEIL: Values,Equality and differences in Liberal Democracies, Debates about Muslim Women’sHeadscarves in Europe (2006-2009) conducted in eight countries (Germany,France, Austria, The Netherlands, England, Greece, Turkey and Denmark). 6The aim of this project was firstly to map and compare the conflicting andfundamental values and political ideas in European liberal democracies thatemerged in the course of various debates in the public sphere; these concernedMuslim headscarves/body coverings. The second aim was to explain thediscrepancies and similarities in the national values and norms that had been6The VEIL-project is an EC project under the 6. frame- program (2006-2009) Prof. Birgit Sauer and Prof. SieglindeRosenberger (both from University of Vienna) are the main coordinators of the research project. The Danishresearch team involve Prof. Birte Siim, Ålborg University, Dr. Rikke Andreassen, Malmö University and MA. LindaLund Pedersen. www.veil-project.eu.57
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Teaching with the Third WaveNew Fem
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© Åse Bengtsson and Catti Brandel
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“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
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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 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 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
Page 84 and 85: when we wanted them to do memory wo
Page 86 and 87: in the consciousness-raising groups
Page 88 and 89: as a therapeutic method, they not o
Page 90 and 91: “Empowerment has, however, someti
Page 92 and 93: fascination with the strong commona
Page 94 and 95: practice”. 43 She explains MacKin
Page 96 and 97: has been exposed to subjection by o
Page 98 and 99: Sebastien, Amanda. “Tendencies in
Page 100 and 101: a historical moment when technologi
Page 102 and 103: As earlier noted, there are certain
Page 104 and 105: new per se, they like Internet-base
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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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