The alien’s green colour tells of <strong>the</strong> visibility of <strong>the</strong> “o<strong>the</strong>r”, who is alwaysexposed to <strong>the</strong> gazes of those whose hegemonic position allows <strong>the</strong>m to consider<strong>the</strong>mselves “normal” and not marked by “o<strong>the</strong>rness”. 37 Fur<strong>the</strong>rmore, <strong>the</strong>green colour is an abstraction of <strong>the</strong> notion of skin colour. It shows <strong>the</strong> artificialconstruction behind “o<strong>the</strong>ring” ra<strong>the</strong>r than determining a particular skin colouror even suggesting that <strong>the</strong> green stands exclusively for skin colour. Theshape and bodily feature do not emphasise a particular gender in <strong>the</strong> “o<strong>the</strong>r”.The “stranger” can be seen as female or male, child or adult, hetero-, bi- orhomosexual, “white” or Black or “brown” or “yellow” or “red”. The examplehere also shows <strong>the</strong> “alienation” of <strong>the</strong> “o<strong>the</strong>r” since she/he/it is outside <strong>the</strong>airplane and <strong>the</strong>refore in a very vulnerable position, whereas people inside<strong>the</strong> airplane can be considered as “safe” or at least we can believe that in caseof emergency <strong>the</strong>y will be provided <strong>with</strong> assistance which can increase <strong>the</strong>irchances for survival. Through <strong>the</strong> shelter given by <strong>the</strong> airplane, <strong>the</strong> peopleare highly homogenised in terms of being insiders – though divided amongst<strong>the</strong>mselves by <strong>the</strong> ability to pay for extra services. The shelter of <strong>the</strong> airplaneprotects <strong>the</strong>se people and <strong>the</strong>y are invisible in <strong>the</strong> painting. The most visiblefigure in <strong>the</strong> painting is <strong>the</strong> person outside since she/he/it is excluded fromtaking up a seat among <strong>the</strong> o<strong>the</strong>r passengers. From inside, <strong>the</strong> passengers arehardly able to see <strong>the</strong> person excluded. Many of <strong>the</strong>m would not even knowof <strong>the</strong> person outside or be aware of <strong>the</strong> difficult and dangerous situation <strong>the</strong>“stranger” is in. Some may know of <strong>the</strong> existence of <strong>the</strong> “alien” and considerthis “blind passenger” a parasite who illegally takes advantage of “<strong>the</strong>ir” system,whereas some may feel sorry for <strong>the</strong> inconvenient situation of <strong>the</strong> “o<strong>the</strong>r” oreven try to do something to help <strong>the</strong> person outside.As we have indicated, <strong>feminists</strong> learned to deconstruct power structures,but white <strong>feminists</strong> often tend to be blind to <strong>the</strong>ir own participation inreproducing unequal power relations. Including <strong>the</strong> stance of Critical WhitenessStudies into white feminist perspectives is associated on a personal level<strong>with</strong> uneasiness and resistance. A critical whiteness perspective demands are-thinking of white <strong>feminists</strong>’ privileges and a dismantling of such unequalpower relations <strong>with</strong>in groups of <strong>feminists</strong> as are caused by differences in, forexample, ethnicity, race, sexuality, financial means and class. Of course, whitefeminisms have included <strong>the</strong>se categories in <strong>the</strong>ir analyses in order to explainparticular problems related to <strong>the</strong>ir situatedness. The critique by scholars37The print in this volume only allows for a “white” and Black but in <strong>the</strong> original painting <strong>the</strong> figure/Alien is green.66
involved in Critical Whiteness Studies aims to extend <strong>the</strong> use of <strong>the</strong>se categories.Eske Wollrad, for instance, argues that gender is given priority over ethnicity,race or class instead of being only one essential factor in <strong>the</strong> understandingof gender relations <strong>with</strong>in a white context. 38If we return to <strong>the</strong> example of <strong>the</strong> “alienbus”, this means <strong>the</strong> following:Being in <strong>the</strong> airplane is a privileged place; no matter what “insiders” decide<strong>the</strong>y will have to start from <strong>the</strong>ir (racially) privileged position from inside whendeciding whe<strong>the</strong>r: to remain unaware, to stay inside, or to help <strong>the</strong> “o<strong>the</strong>r”,to risk taking a look at <strong>the</strong> outside, to tell people around <strong>the</strong>m about <strong>the</strong>person excluded, or even to try get to know <strong>the</strong> ones who are excluded, etc.– Being white means inevitably being privileged <strong>with</strong>in <strong>the</strong> racist structureof <strong>the</strong> society no matter whe<strong>the</strong>r one is an outspoken racist or not. Hence,<strong>the</strong> normality implied in <strong>the</strong> hegemonic position of whites seduces one intobelieving that <strong>the</strong> “o<strong>the</strong>r” is <strong>the</strong> problem instead of looking at <strong>the</strong> complicityof this “normality” in <strong>the</strong> “o<strong>the</strong>ring” of people who do not fit in or who belongto a visible minority <strong>with</strong>in white (normative) society. 39Critical Whiteness Studies <strong>the</strong>n are about understanding white privilegeas a white person and our chapter treats <strong>the</strong> question: How to learn about ourown whiteness and how to teach Critical Whiteness Studies to white <strong>feminists</strong>tudents? Donna Haraway taught us that neutrality – <strong>the</strong> view from every whereor <strong>the</strong> disconnected subject – is <strong>the</strong> trick of <strong>the</strong> gods, while not being neutralmeans being open to critique, and thus more vulnerable. On <strong>the</strong> o<strong>the</strong>r hand,<strong>the</strong> standpoint of subjugated knowledge is not unproblematic. Feminism orfeminist awareness demands some sort of objectivity or objective knowledge. 40For this reason one important task for us 41 is <strong>the</strong> way of thinking about how wecan negotiate <strong>with</strong> different standpoints in order to develop a broad set of toolsfor teaching Critical Whiteness Studies both allows us to deal <strong>with</strong> differentcritiques of our own positions and also gives us <strong>the</strong> insight necessary to teach<strong>with</strong>in <strong>the</strong> frame of a situated perspective. This is a process <strong>with</strong>in which we arebecoming more informed about our own position as researchers and teachers –and its significance for <strong>the</strong> research outcome and <strong>the</strong> students.38Eske Wollrad, “Weißsein und Bundesdeutsche Genderstudies”, in My<strong>the</strong>n, Masken und Subjekte, ed. Eggers,Kilomba, Piesche, Arndt (Münster: Unrast Verlag), 416–7.39Of course this is more complex than we have described here, but our aim is to critical contest <strong>the</strong> comfort zone ofwhite <strong>feminists</strong> who is not confronted <strong>with</strong> <strong>the</strong>ir racial embeddedness prima facia.40Donna Haraway, Reinvention of Nature (New York: Routledge, 1991), 142–3.41“We” and “us” are referring to <strong>the</strong> authors of this chapter where nothing else is mentioned.67
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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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Brandelius who is portrayed on the
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The institutional context of Women
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- Page 110 and 111: ReferencesBraidotti, Rosi. Metamorp
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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