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has been exposed to subjection by oppressive structures in the production ofwhich she herself has not taken part. In MacKinnon’s version, this narrativeoffers a spirit of unity among women, through the establishment of a commonground in feminism and activated by an awareness of (internalized) oppression.This could also be phrased as: women are subordinated by heteropatriarchy.In de Lauretis’ engagement with MacKinnon’s theory, the idea of politicalconsciousness offers a common goal in feminism, in which the aspiration forknowledge of a subject, travelling across a range of possible oppressive relations,can be reached through consciousness. Both versions thus reproduce the sametrope, where subjects – culturally, historically and socially – are constructed asvictims of injustice and oppression. In effect, this trope creates a narrative ofan original (partially) innocent subject, who encounters oppression and needsto attain consciousness of those oppressive structures/relations/practices, inorder to be liberated. Thinking through the deep embeddedness in feministtheory of consciousness as a method for liberating the (innocent) subject fromoppression, makes it thus possible to understand the resistance towards memorywork as an expression of an apocalyptic anxiety over a fear that a deviationfrom the well-worn path of Western, heterosexual feminism would result in aloss of those constituencies that makes feminism feminist.Concluding note: teaching through feminismIn this chapter, while thinking through these experiences from a workshop withstudents on memory work, I have also shown how implicit assumptions aboutfeminism’s past, location and aim may stand in the way for the theories that aredeployed in class. In order for feminism to regenerate itself, it is thus importantto establish possibilities to deploy new theories in the classroom, theories thatcan work through and traverse the ideas of feminism that the students are morefamiliar with. Thus, I want underline the importance of making assumptions,like these I have outlined in this chapter, explicitly in the context of teaching.In addition, it is also important to be careful with how exercises, lectures andtheories are presented and developed, and to critically evaluate the context andhistory of the concepts used.94
BibliographyAlarcón, Norma. “The Theoretical Subject(s) of This Bridge Called My Back and Anglo-American Feminism”, in The Second Wave. A Reader in Feminist Theory, ed. Linda Nicholson(London: Routledge, 1997), 288-299.Bartky, Sandra Lee. Femininity and Domination. Studies in the phenomenology of oppression(New York & London: Routledge, 1990).Carter, Erica. “Translators foreword”, in Female sexualization. A Collective Work of Memoryed. Frigga Haug et. al (London: Verso, 1987), 11-20.Chester, Gail. “I Call Myself a Radical Feminist”, (paper prepared for the Radical FeministDay Workshop at White Lion Free School, April 8, 1979).Chester, Gail. “We are the feminists that (Wo)men have warned us about”, (introductory paperprepared for the Radical Feminist Day Workshop at White Lion Free School April 8 th 1979).Chow, Rey. The Protestant Ethnic and the Spirit of Capitalism (Princeton: ColumbiaUniversity Press, 2002).Freeman, Jo. “The Tyranny of Structurelessness” (paper presentation at the Southern FemaleRights Union conference, in Beulah, Mississippi, May, 1970), http://www.uic.edu/orgs/cwluherstory/jofreeman/joreen/tyranny.htm (accessed February 20, 2009)Haug, Frigga. “Memory Work”, in Female sexualization. A Collective Work of Memory, ed.Frigga Haug et. al. (London: Verso, 1987), 33-72.Haraway, Donna. “A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in theLate Twentieth Century,” in Simians, Cyborgs and Women: The Reinvention of Nature (NewYork: Routledge, 1991), 149-181, http://www.stanford.edu/dept/HPS/Haraway/Cyborg-Manifesto.html (accessed February 20, 2009).Heald, Susan. “’Just My Opinion’” Women’s Studies, Autobiographies and the University”,in Troubling Women’s Studies. Pasts, Presents, and Possibilities ed. Susan Heald et. al (Toronto,Ontario: Sumach Press, 2004), 43-90.Ivarsson, Göran et. al. “Basgrupper inom kvinnorörelsen” (unpublished essay Dept ofGender Studies, Göteborg: Göteborg university, 1980),Lauretis, Teresa, de. “Eccentric Subjects: Feminist Theory and Historical Consciousness”,Feminist Studies, Spring 1990 vol. 16, issue 1: 115-140.Mulinari, Diana. “Learning to teach feminism(s)”, in Undervisning i kvinno- och könsforskningi Norden (rapport från symposium i Stockholm, Forum för kvinnoforskning,Stockholm: Stockholms universitet, 28-29 September 1998).Naples, Nancy A. “Negotiating the Politics of Experiential Learning in Women’s Studies:Lessons from the Community Action Project”, in Women’s Studies on Its Own, ed. RobynWiegman, (Durham and London: Duke University Press, 2002), 383-415.95
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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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The Anglo-American and the French t
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To traverse the classifications of
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ing system without a General and wi
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Let me end this chapter by providin
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Buikema tells the story of Sarah Ba
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Roof, Judith. “Generational Diffi
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postmodern capitalism and the impli
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European scope and its neoliberal c
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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
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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
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Page 72 and 73: ness to people with different backg
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
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Page 82 and 83: ence on the teaching. This was beca
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Page 90 and 91: “Empowerment has, however, someti
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Page 94 and 95: practice”. 43 She explains MacKin
Page 98 and 99: Sebastien, Amanda. “Tendencies in
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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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Page 126 and 127: As the form of the message counts a
Page 128 and 129: ReferencesBlanchard, Soline, Jules
Page 130 and 131: As the learning outcomes demonstrat
Page 132 and 133: Within the organizational structure
Page 134 and 135: Gender-sensitive didactics can be p
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Page 138 and 139: Teaching materialsSince language is
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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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