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theories. This concept can be fruitfully adapted to a teaching methodologyas Mia Liinason outlines in her chapter in this publication and can be readtogether with Iris van der Tuin examination from a historical perspective, ofstandpoint theories within Feminist theories. In this teaching method we locategreat potential not only to involve students, but also teachers’ memories andteaching activities that can be re-visited and discussed.Approaching, understanding, teaching Critical Whiteness is not onlyabout deconstructing white privilege. As shown with the metaphor of the alien:while the “other” physically suffers from discrimination by a society based onracial structures, privileged persons – to different degrees – enjoy the advantagesof the system. As consequences of our own experiences of teaching, discussingand studying Critical Whiteness that are documented in this chapter, we haveformulated the following features of a course on Critical Whiteness Studieswith a focus on knowledge transfer:• Including emotions as part of the inquiry into Critical WhitenessStudies• Starting with one’s personal experience to work on the broadeningof one’s own interpretative frame and therefore acknowledgingone’s partial knowledge of society.• A high degree of interactivity that allows the participation of allthe students in the classroom and demands that everyone,including teachers, put themselves into the position ofbeing critically challenged and open to a self-critical perspective.72
ReferencesBenedict Anderson. Die Erfindung der Nation – Zur Karriere eines folgenreichen Konzepts.Frankfurt/New York: Reihe Campus, 1988.Berg, Anne-Jorunn. “Silence and Articulation – Whiteness, Racialization and FeministMemory Work.” NORA – Nordic Journal Of Feminist and Gender Research. 16:4 (2008):213–227.Gray, Breda. “`Whitely scripts` and Irish women’s racialized belonging(s) to England”.European Journal for Cultural Studies. 5: 3 (2002): 257–274.Gingrich, Andre. “Concepts of Race Vanishing, Movements of Racism Rising? Global Issuesin an Austrian Ethnography.“ ETHNOS. 69:2 (2004): 156–176.Gotsbacher, Emo. “Schimpfklatsch und fremdenfeindliche Normalität. Identitätspolitik imSchatten der inneren Dynamik von Ausländerdiskursen”. In Trennlinien. Imaginationen desFremden und Konstruktionen des Eigenen, edited by Berghold, Joe, Robert Menasse and KlausOttomeyer, 47–76. Klagenfurt: Drava, 2000.Griffin, Gabriele and Rosi Braidotti. “Whiteness and European Situatedness”. In ThinkingDifferently. A Reader in European Women’s Studies, edited by Griffin, Gabriele and RosiBraidotti, 221–236. London and New York: Zed Books 2002.Gronold, Daniela. “´Wer denkt an die Opfer?` – Repräsentationen tschetschenischerEinwandererInnen in der österreichischen Mediennation.“ MedienJournal. 32:3 (2008): 31–40.Hall, Stuart. When was the “Post-Colonial”? Thinking at the Limit. In Divided Skies,Common Horizons, edited by Curti, Lidia and Iain Chambers, 242–260. London, 1996.Hall, Stuart. Kulturelle Identität und Globalisierung. In Widerspenstige Kulturen, edited byHörnig, Karl H. and Rainer Winter, 393–441. Frankfurt am Main: Suhrkamp Taschenbuch,1999.Hall, Stuart. Ideologie, Identität, Repräsentation – Ausgewählte Schriften 4.Hamburg: Argument Verlag, 2004.Haraway, Donna. Reinvention of Nature. New York: Routledge, 1991.Hervik, Peter. On the new Racism in Europe. ETHNOS, 69: 2 (2004): 149-155.Kilic, Sevgi, Sawitri Saharso and Birgit Sauer, Birgit. “Introduction: The Veil: DebatingCitizenship, Gender and Religious Diversity.” Social Politics 15:4 (2008): 400–440.Lund Pedersen, Linda. Kønsforskellen og Neutralitet. (eng. Sexual Difference and Neutrality).Kvinder, Køn og Forskning, 4 (2008): 38-49.Marable, Manning. “Whiter Whiteness – The Souls of White Folk”. Souls, 4:4 (2002): 49.Morrison, Toni. Playing in the dark – whiteness and the literary imagination. New York:Vintage books, 1992.73
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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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The chapters present new feminist e
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IntroductionSecond-wave feminism is
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Second-Wave Feminist Generationalit
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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
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Page 44 and 45: front. A strong motivation offered
Page 46 and 47: In her editorial response to Hemmin
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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 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
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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
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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
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
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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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