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Using the example of Germany Wollrad examines how some nations stillimagine their national communities as being related through bloodlines (iussanguinis) although this concept has always been challenged by migration andimmigration. This is why German people who are identified as Black continueto be considered as “optic” foreigners. 22 Breda Gray observes similar tendenciesin her analysis of exclusion in Great Britain. 23 She takes Irish women in GreatBritain as an example, and shows that, in contrast to Black people and becausethey look the “same” as the dominant white majority group, nobody wouldhave recognised them as “different” as long as they did not speak and could beidentified as “different” through their Irish accent.In connection to teaching Critical Whiteness Studies, we considera thorough reflection upon national grand narratives to be an importantstarting point. This helps us to understand Critical Whiteness perspectives andcompare them with contemporary representational policies of self-and-other.The reactions to the presentation of the Austrian case study at the “Power andResistance-Conference” in Oslo offered important insights into the importanceof raising awareness of different cultural and national contexts where themeaning of “self-and-other” is produced. 24 The audience from the Nordiccontext were irritated by the representation of Chechen people in the Austrianmedia. While the Nordic researchers were concerned with public representationalpolicy that links Chechen people closely to their Islamic background,the Austrian media did not draw attention to religion as a marker of identityfor this group. Austrian national grand narratives almost exclusively connectpeople with Turkish background to Islamic religious expression and others anda similar connection is not made to others who share the Islamic religious faith.In the case of Chechnya then, Austrian media representations are not able tomake a link to historical relations or memories. The later discussions in thepanel revealed different historical relations to Chechens and to Islam in Austriaand the Nordic countries as well as differences in notions about refugees andthe responsibility of the nation states.As a rationale for teaching Critical Whiteness Studies and in order to questionthe “normal” perception of hegemonic (racial) order in one’s own culturalcontext, we find it useful to compare representations of similar migrant groups22Wollrad, Weißsein im Widerspruch, 131.23Breda Gray, “’Whitely scripts’ and Irish women’s racialized belonging(s) to England”, in European Journal forCultural Studies (5: 3, 2002), 257–274.24The conference was organised by the FEMM-network and took place in January, 10-11, 2009.62
in different countries. Obvious differences in representations of migrants andasylum seekers in countries that are possibly perceived as similar in a unitedEurope – such as Norway, Denmark and Sweden compared to Austria – maybe able to function as an eye opener and means to understand the strategic useof racialized and ethicized differentiation. In this connection, for instance, wenote that, in contrast to Austria, the Nordic context links notions of victimhoodcloser to the family context of migrant families where Chechen women areperceived as being threatened by their male relatives. Furthermore, the Nordicmedia showed more awareness of the structural problems of the states that turnmigrants into victims.Benedict Anderson’s concept of imagined communities offers a usefulframework for understanding the particular relationship of a nation to its groupsof migrants. Stuart Hall refers to Anderson’s concept as a meta- narrative thatintegrates a collective into the past, present and future and connects the peoplewithin the state. 25 This narrative provides one group with powerful forms ofidentification by means of symbols and a representational system and excludesothers. 26 Exclusion of groups of people is often linked to a particular historicalmemory. Hall explains particular memories function as originating stories thathave precedence over others and serve an important function in determininghow community is imagined. 27 Rosi Braidotti and Gabriele Griffin locate atendency that they call the desire to “forget to forget”. 28 Maria Todorova highlightsthe importance of historical remembrance in creating conflict by writing:“In the Balkans they were killing over something that happened 500 yearsago; in Europe, with a longer span of civilized memory, they were killing oversomething that happened 2,000 years ago”. 29 However, historical antagonismdoes not necessarily lead to war and historical memory also includes amicableloyalty and is able to shed light on the particular relationship to groups offoreign residents within a nation.What had happened in Austrian public representation policies, wherehistorical relations to Chechnya were absent until recently, was the creation25Stuart Hall, “Kulturelle Identität und Globalisierung”, in Widerspenstige Kulturen, eds. Hörnig, Karl H. andRainer Winter (Frankfurt am Main: Suhrkamp Taschenbuch, 1999), 393–441.26Kathryn Woodward, Identity and Difference, (London: Sage Publication, 1997).27Stuart Hall, “When was the ‘Post-Colonial’? Thinking at the Limit”, in Divided Skies, Common Horizons, eds.Curti, Lidia and Iain Chambers (London), 250–1.28Rosi Braidotti and Gabriele Griffin, “Whiteness and European Situatedness”, in Thinking Differently. A Reader inEuropean Women’s Studies, eds. Griffin, Gabriele and Braidotti, Rosi (London/New York: Zed Books, 2002), 232.29Cited Maria Todorova, Imagining the Balkans (New York/Oxford: Oxford University Press), 6.63
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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
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PrefaceThe idea of writing this boo
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IntroductionDaniela Gronold, Brigit
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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
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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 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
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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
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Page 94 and 95: practice”. 43 She explains MacKin
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Page 98 and 99: Sebastien, Amanda. “Tendencies in
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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
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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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