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Räthzel, Nora. “Nationalism and Gender in West Europe: the German case”. In, Crossfires:Nationalism, Racism and Gender in Europe, edited by Lutz, Helma, Ann Phoenix and NiraYuval-Davis, 161–189. London: Pluto Press, 1995.Schultz, Dagmar. “Witnessing Whiteness – ein persönliches Zeugnis”. In Mythen, Maskenund Subjekte, Eggers, Maureen Maisha et al., 514–529. Münster: Unrast Verlag, 2005.Skeggs, Beverly. Class, Self, Culture. London: Routledge, 2004.Strohstein, Juliane. “Als weiße Studierende in einer weißen Universität: erste Positionierungen”.In Mythen, Masken und Subjekte, Eggers, Maureen Maisha et al., 506–513. Münster: UnrastVerlag, 2005.Todorova, Maria. Imagining the Balkans. New York, Oxford: Oxford University Press, 1997.Wollrad, Eske. Weißsein im Widerspruch. Königstein and Taunus: Ulrike Helmer Verlag, 2005.Wollrad, Eske. “Weißsein und Bundesdeutsche Genderstudies”. In Mythen, Masken undSubjekte, Eggers, Maureen Maisha et al., 416–426. Münster: Unrast Verlag, 2005.Woodward, Kathryn. Identity and Difference. London: Sage Publication, 1997.74
“This Is Not Therapy!”Un/Expected Encounters in Memory Work.Notes from the Field of Feminist Teaching 1Mia LiinasonAbstractTaking its departure in the experience of conducting memory work togetherwith students, this chapter reflects over the (missing) links in the classroombetween the theories that are presented in class and the students’ expectations.With the aim of exploring how the expectations from the students influence thelearning process when teaching feminism, this chapter focuses particularly on theresistance that was articulated in the classroom, understood as an expression ofa more general narrative in feminism that revolved around the past, the locationand aim of feminist work. This chapter also discloses how the split between theory(academy) and experience-based work (activism) functions as a restraint on theuse of experience-based work in an academic context and how an un-reflectedinheritance of second-wave feminist consciousness still guides feminist work inits aim to develop a critical consciousness. Moreover, this chapter suggests thatthe attainment of consciousness as a method to liberate the subject from oppressionfunctions as a capturing trope in feminism which in and of itself constructswomen as innocent victims of oppression who are in the need of empowermentthrough consciousness-raising. Finally, this chapter underlines the importance ofmaking classroom assumptions explicit in teaching, as well as critically evaluatingthe history of the theories used in the context of teaching.IntroductionLast summer, I co-conducted a workshop together with students in memorywork as an auto-biographical method that enables critical reflection over socialexperience. Things that occurred during this workshop kept me thinking abouthow memory work can/cannot be used in the context of teaching. The experiencesfrom this workshop also kept me pondering over conceptions of ‘femi-1I would like to give my warmest acknowledgements to the members of the Interdisciplinarities-group in Travelling Concepts,a working group in the Advanced Thematic Network of Women’s Studies in Europe, see http://www.athena3.org.75
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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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and conflictual ones), and since th
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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 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
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Page 64 and 65: Using the example of Germany Wollra
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Page 74 and 75: theories. This concept can be fruit
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 98 and 99: Sebastien, Amanda. “Tendencies in
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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
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Page 120 and 121: In addition, many feminist academic
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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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