nism’ in <strong>the</strong> classroom. Thus, while I decided to continue to critically evaluateand try out <strong>the</strong> use of <strong>the</strong> method in <strong>the</strong> context of teaching, I also decided tomake myself more familiar <strong>with</strong> feminist pedagogy and <strong>the</strong> implicit assumptionsthat exist among feminist teachers and students. How do we positionourselves? How do we understand and relate to each o<strong>the</strong>r? And, above all, howthis is related to <strong>the</strong> <strong>the</strong>ories deployed in <strong>the</strong> classroom?Clearly, <strong>the</strong> implicit assumptions that are made in a classroom which isunderstood as feminist both connect <strong>with</strong> <strong>the</strong> location of <strong>the</strong> subject fieldin <strong>the</strong> academic space and also <strong>with</strong> feminism’s past. But those tacit agreementsalso connect <strong>with</strong> ideas about <strong>the</strong> aim of feminism. What possibilities/impossibilities are created through <strong>the</strong> ideas of feminism in <strong>the</strong> classroom?What are <strong>the</strong> expectations from <strong>the</strong> students and teachers? What kind of knowledgecan or cannot, be developed out from those assumptions? Is it possible totraverse, and even transcend notions of feminism in <strong>the</strong> classroom?As pointed out by Iris van der Tuin in <strong>the</strong> first chapter to this volume,<strong>the</strong> categorisations first-, second- and <strong>third</strong>-<strong>wave</strong> feminism, indeed, <strong>the</strong> mereidea of ‘generations’ in feminism, have been much criticized by <strong>feminists</strong>.Interestingly, van der Tuin identifies precisely this criticism – generationalityas dualist and teleological – as an Oedipal gesture belonging to <strong>the</strong> second<strong>wave</strong>.2 In her conceptualisation of <strong>the</strong> <strong>third</strong>-<strong>wave</strong>, she presents a generationof <strong>feminists</strong> who are capable of thinking through second-<strong>wave</strong> feminism, thatis, working <strong>with</strong> ra<strong>the</strong>r than against second-<strong>wave</strong> feminism (an an-Oedipalrelationality). 3 As van der Tuin claims, this gesture singles out a cartographicalmethodology of <strong>third</strong>-<strong>wave</strong> feminism that, instead of using a dualist model,works through dis-identification, in which <strong>the</strong> second-<strong>wave</strong> generation is bothaffirmed and traversed. 4 In this chapter, I focus on how pedagogy has beenaffected by this generation of feminism, and particularly <strong>the</strong> difficulties thatcan arise because of implicit assumptions among feminist teachers and studentsabout <strong>the</strong> past, location and aim of feminism. Through paying attention to <strong>the</strong>resistance from students to particular exercises in class, in this chapter I analysea more general narrative <strong>with</strong>in feminism that can function as a constraint to<strong>the</strong> <strong>the</strong>ories that are deployed in class. I also suggest that it is important to ex-2Iris van der Tuin, “Third-<strong>wave</strong> feminist <strong>the</strong>ory’s generational logic: affirmation and anti-representationalism”(2009), see this volume 22.3Ibid, 27.4Ibid, 28.76
plicitly address this narrative in order to be able to traverse through and beyondnotions of feminism in <strong>the</strong> classroom. Since <strong>the</strong> argument in this chapter takesits departure in a workshop where we used memory work, I will start <strong>with</strong> ashort introduction to <strong>the</strong> methodology of memory work.Introducing memory work: a method aimed at studying how we become<strong>the</strong> persons we areMemory work is a feminist method and methodology introduced by a group ofacademic <strong>feminists</strong> in Germany, in <strong>the</strong> end of <strong>the</strong> 1970s. 5 The first publishedvolume in English on memory work is entitled Female Sexualization, and was<strong>the</strong> second volume on memory work published by <strong>the</strong> collective of authors. 6Memory work, as it is explained by Haug et al., is a visualization of howexperience interacts <strong>with</strong> social context and how it is always embedded inparticular situations, relations and structures. The method is based on autobiographicalstories, where <strong>the</strong> research collective’s own personal memoriesconstitute <strong>the</strong> material to be collectively analysed.While <strong>the</strong> poststructuralist critique asserts that <strong>the</strong>re is no experiencethat is not already discursively constructed, <strong>the</strong> memory work collective alsoacknowledges a similar kind of anti-essentialism. This however is not at allfocused on <strong>the</strong> fractions that are characteristic for poststructuralists, but onmatter and materiality and is engaged in a study of <strong>the</strong> effects on women’ssocialization of colonized discourses, structures and relations. 7 To this groupof scholars, any attempt to fix femininity – irrespective if <strong>the</strong> aim was to lockfemininity in, or if it was to rescue femininity – was problematic. Indeed, every“naturalistic and ahistorical conception in which <strong>the</strong> body appears as <strong>the</strong> guardianof femininity’s ultimate truths” was rejected by this collective of scholars. 85Frigga Haug et al. Female sexualization. A Collective Work of Memory, (London: Verso, 1987), 33-72.6The German title of <strong>the</strong> book is Frauenformen. Alltagsgeschichten und Entwurf einer Theorie weiblicherSozialisation, ed. Frigga Haug 1980, and it is published at AS 45, Berlin/W. Recently, Frigga Haug has publisheda short article titled “Memory work”, see Australian Feminist Studies (2008), 23:58, 537-541, and published <strong>the</strong>chapter “Memory work: A detailed rendering of <strong>the</strong> method for social science research,” in <strong>the</strong> volume Dissecting <strong>the</strong>mundane: International perspectives on memory-work, ed. Adrienne E. Hyle et al., (MD: University Press of America2008).7Frigga Haug, “Memory Work”, in Female sexualization. A Collective Work of Memory, ed. Frigga Haug et. al. (London:Verso, 1987), 54.8Erica Carter, “Translators foreword”, in Female sexualization. A Collective Work of Memory ed. Haug et. al (London:Verso, 1987), 13.77
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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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This allows her to conceptualize a
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- Page 110 and 111: ReferencesBraidotti, Rosi. Metamorp
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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