The Europeanization of social movements in the Czech Republic: The EU and local women’s groups

Císař, Ondřej; Vráblíková, Kateřina

doi:10.1016/j.postcomstud.2010.03.003

“…The precarity faced by GS teachers is thus manifold: it concerns the relatively low wages, 7 blurry assessment of their pedagogical input, and the uncertain status of their programmes. The situation is further exacerbated by the fact that gender equality and its benefi ts for society are still far from established within the public discourse, as research into social movements has shown (Císař, Vráblíková 2010;Císař 2008). This reluctance to acknowledge the merits of GS on almost all levels of society has been associated with geopolitically perceived historical developments and their interpretation, which frames emancipation as a matter of the past and feminism as an alien import (Hašková, Uhde 2009;Havelková, OatesIndruchová 2014).…”

mentioning

confidence: 99%

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Nyklová

¹

2017

GaV

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Abstract:This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume fi rm contours when the geopolitical location of both those 'teaching' and those 'taught' becomes the focus and indeed the 'commodity' to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specifi c framing of the US-based programme and its economic-moral rationality. I refl ect on the ethical discontents inadvertently produced by the teaching experience and related commodifi cation of 'difference'. I argue that the geopolitical context of that commodifi cation is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.

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“…When studying impacts attributed to Europe, scholars have usually chosen the top-down Europeanization approach either to study what happens at the European level and the implications for the feminist CSOs participating in an EU umbrella organisation (Hoskyns 1996;Jacquot 2001;Ramot 2006), or to study what happens at the national level when Europe hits home, giving more or less power to CSOs according to the political opportunity context for gender equality in the EU (Cullen 2014) or changing the inter-organisational relations between women's CSOs in the country (Císař and Vráblíková 2010;Karlberg and Jacobsson 2015). Indeed, the few studies analysing the EWL focus on the supranational level, i.e., the EWL lobbying strategies, its professionalisation and its Brussels secretariat (Cavaillé 2005;Helfferich and Kolb 2001;Pauget 2009;Strid 2009) or on the EWL organisational impacts on its Swedish coordination (Karlberg 2013).…”

Section: An Interactional and Sociological Perspective On Europeanizamentioning

confidence: 99%

Europeanization Through the European Women’s Lobby: A Sociological Comparison of the French and Belgian National Coordinations

Lafon

¹

2018

JCER

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What impact has the creation of the European Women's Lobby (EWL) had on national feminist Civil Society Organizations (CSOs) in France and Belgium? To find this out, I examine how the national CSOs' coordinations have adapted their practices, discourses, strategies and internal organisation to be part of European Civil Society. Drawing on 40 interviews and two internships within both French and Belgian EWL intermediary coordinations, I put forward an actor-based sociological perspective focusing on three causal paths in order to explain the findings derived from comparing the Europeanization of the CSOs in France and in Belgium. If identical effects of this Europeanization were identified in both coordinations, the French coordination appears to be more proactive on EU issues and more EWL-orientated than the Belgian. These two distinctive outcomes can be explained by three factors: cultural, organisational and individual. While cultural factors explain some longterm Europeanization outcomes, factors to do with actors' individualities also highlight the mutability of the Europeanization process.

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“…Prekérnost vyučujících genderových studií je tedy různorodá: týká se relativně nízkých mezd, 9 nejasného hodnocení jejich pedagogického výkonu i nejisté pozice samotných programů. Celou situaci dále zhoršuje skutečnost, že genderová rovnost a její společenský přínos nejsou ani zdaleka pevnou součástí veřejné-ho diskursu, jak ukázal výzkum sociálních hnutí (Císař, Vráblíková 2010;Císař 2008). Neochota uznat přínos genderových studií na téměř všech společenských úrovních bývá spojována s geopoliticky vnímanými dějinnými procesy a jejich interpretací, která pojímá emancipaci jako věc minulosti a feminismus jako cizí import (Hašková, Uhde 2009;Havelková, Oates-Indruchová 2014).…”

Section: Feministická Pedagogika Se Protíná S Neoliberální Univerzitounclassified

Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky

Nyklová

¹

2017

GaV

0

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Abstract:This article looks at the effects the neoliberal university has on feminist pedagogy when it is practised in a programme that stresses geopolitical differences. The material for the study comes from my experience as a teacher of a gender studies class for a US study abroad programme based in Prague, Czech Republic. The richly researched paradoxes of doing feminist pedagogy in the neoliberal university assume fi rm contours when the geopolitical location of both those 'teaching' and those 'taught' becomes the focus and indeed the 'commodity' to be sold. In my article, I focus on my situation as a teacher in an increasingly precarious educational environment in the Czech Republic, exacerbated by the specifi c framing of the US-based programme and its economic-moral rationality. I refl ect on the ethical discontents inadvertently produced by the teaching experience and related commodifi cation of 'difference'. I argue that the geopolitical context of that commodifi cation is crucial for understanding the local forms and impact of the neoliberal university. The contested standing of gender studies in the Czech Republic, which has been shown to stem in part from the post-1989 developments, intersects with the reform of the Czech science system. By exploring how this setting affects the micro-level of class dynamics and lesson content I show that there is a need to study the repercussions of the neoliberal university as geopolitically located.Keywords: transnational feminist teaching, commodifi cation of education, feminist pedagogy, neoliberal university Nyklová, Blanka. 2017. "Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky." Gender a výzkum /

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The Europeanization of social movements in the Czech Republic: The EU and local women’s groups

Cited by 34 publications

References 7 publications

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Marketing Difference: Two Teachable Moments at the Intersection of the Neoliberal University and Geopolitics

Europeanization Through the European Women’s Lobby: A Sociological Comparison of the French and Belgian National Coordinations

Obchodování s odlišností: dvě pedagogické příležitosti na křižovatce neoliberální univerzity a geopolitiky

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