Enade vi falla, söndrade vi stå! Reflektioner om kontinuitet, kronologi, myter och stringens

Abstract

Through this article the authors try to find a way of pedagogical consistency concerning theory, teaching and Gender Studies as an institutionalized subject. The authors use their positions as teachers of Gender Studies, professional historians, and poststructuralist feminists to integrate a theoretical consistency in the very methodology of academic courses. This is done through a presentation of what the authors see as problematic in the current curriculum, where they point out how chronology and an Identification with "Gender Studies" as a homogenous field are made mandatory through the structure of the course. Such a legitimization ofthe past combined with the lack of self-critical institutionalization of knowledge and an unproblematized identification with women/victims, runs the risk of turning feminist projects into moralistic productions of knowledge with a political agenda of ressentiment. By proposing minor changes to the curriculum, the authors begin an investigation of the possible effects of such changes and they come to the conclusion that an abandonment of chronology and consensus, replaced by genealogy and a sublimation of conflict, may have more political and corporeal effects than first anticipated. The power of mourning, as well as the power of laughing, are hence taken as possible and desired points of departure for a different pedagogical and political order.