Teaching with the third wave new feminists - MailChimp

More documents

Recommendations

Info

“This Is Not Therapy!” 75Un/Expected Encounters in Memory Work. Notes from the Fieldof Feminist Teaching 75Mia LiinasonAbstract 75Introduction 75Introducing memory work: a method aimed at studying how we becomethe persons we are 77Clashes in feminist teaching: Memory work in pedagogic practice 79Why therapy? Feminism’s past and locations of feminism 82Dislocations: the investment in human consciousness 86Feminism and the trope of consciousness 89Concluding note: teaching through feminism 94Techno-Mindfulness and Critical Pedagogic Praxis in Third Wave FeministClassroom Spaces 97Jennifer Lynne MustoAbstract 97Introduction 97Situating Third Wave Techno-Positionalities and Practices 98Techno-Digital Divide Between Second and Third Wave Feminists 105Implications for Teaching 107Teaching Gender Outside Academia: Training Economic, Social and PoliticalActors on Gender Equality in France 109Soline Blanchard and Milka MetsoAbstract 109Introduction 110Starting up a ‘Feminist’ Business 111Who Framed Feminists into Business? 111WoMen at work 112Borrowing Master’s Tools 113Facing Uncertainties and Self-questioning: What it Takes to Try it Out 114Being Female Entrepreneurs… just like the Others? 114The Two Faces of Janus: Being a PhD Candidate and Business Creator 115The Specificity of Teaching Gender 117Many Questions and Few Answers: Ethical Dilemma ofCombining Teaching, Business and Feminism 118
Combining a Critical and Pragmatic Approach on Gender Equality 119Resistance to Critical, Structural Approach on Gender Equality 120Implication for Teaching: Translating Feminist Theory intoPragmatic Pedagogy 121Feminist tool kit for training 122Conclusion 124“School and Teaching from a Gender Perspective– Gender Sensitive Didactics” 127Review and Evaluation of a Continuing Education Workshop forAustrian Grammar School Teachers 127Solveig (Sol) Haring and Anita MörthAbstract 127Introduction 128Background 129The workshop 130Possible outcomes for participants 131Dealing with gender – access and framework conditions 132Content 133Teaching materials 136Methods – gender-sensitive learning scenarios 137Possible gains and insights for the participants 138What the participants could take home with them 143Conclusion 146notes on CONTRIBUTORS 1495
Page 1: Teaching with the Third WaveNew Fem
Page 4 and 5: © Åse Bengtsson and Catti Brandel
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 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
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
Page 106 and 107:
where technological and media accou
Page 108 and 109:
to avoid binaristic traps, rejectin
Page 110 and 111:
ReferencesBraidotti, Rosi. Metamorp
Page 112 and 113:
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
Page 122 and 123:
and duties which are seen as comple
Page 124 and 125:
answers adapted to their own profes
Page 126 and 127:
As the form of the message counts a
Page 128 and 129:
ReferencesBlanchard, Soline, Jules
Page 130 and 131:
As the learning outcomes demonstrat
Page 132 and 133:
Within the organizational structure
Page 134 and 135:
Gender-sensitive didactics can be p
Page 136 and 137:
A further dimension is knowledge ab
Page 138 and 139:
Teaching materialsSince language is
Page 140 and 141:
and absences, both short term and p
Page 142 and 143:
The cliché cloakroomSometimes it w
Page 144 and 145:
and goatees, later almost all wante
Page 146 and 147:
Presentations from the working grou
Page 148 and 149:
ConclusionTeachers’ self-reflecti
Page 150 and 151:
Mühlen Achs, Gitta. Geschlecht bew
Page 152:
Milka Metso, PhD Candidate, Univers
show all

Teaching with the third wave new feminists - MailChimp

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?