Andrea Pető

INTRODUCTION / FEMINISM AND ECONOMIC INQUIRY IN COMMUNIST AND POST-COMMUNIST POLAND / A COMPARATIVE STUDY OF WOMEN IN HUNGARIAN AND EUROPEAN ACADEMIC AND RESEARCH INSTITUTIONS / FEMINISMS AND SOCIAL SCIENCES IN EUROPEAN COUNTRIES WITH A STATIST FEMINIST HERITAGE: NETWORKS AND STRATEGIES

This Explorations investigates the current status of the research done on womens economic position in Central and Eastern Europe (CEE), focusing on the current treatment of feminism in these countries. Agnieszka Majcher discusses feminist economic inquiry and the position of women in higher education in Poland. Krisztina Majoros focuses on the progress and problems of women in higher education and research institutions in Hungary and compares these to other EU countries. Finally, Andrea Pető reports on the legacy of what has been termed “statist feminism” and explores various strategies to strengthen feminist economic research in CEE countries.

Revisionist histories, ‘future memories’: far-right memorialization practices in Hungary

ABSTRACT Using two case studies under the Christian-conservative Orbán government, this essay explores how ‘future memories’ are being constructed and sustained by revisionist history writing about the history of communism, especially in instrumentalist memories using pedagogical instruments: the secondary literature curriculum and the Museum of Trianon. It argues that canonization revised by counter canonization is necessarily opening space for revisionism.

Collective life story as a lonely but necessary experiment

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How Should One Teach

Teaching about rape in war and genocide does not fit neatly within the conventional disciplinary boundaries that typically govern curricula and teacher training. The challenge, then, is how to teach in ways that take advantage of disciplinary expertise while still understanding that every disciplinary approach has shortcomings and none will be sufficient alone. This chapter illustrates how particular perspectives and disciplinary orientations enhance good teaching and sound learning about rape in war and genocide. It also shows how interdisciplinary approaches are necessary for that outcome. In addition, the chapter underscores that the teacher’s individual identity and teaching style will greatly affect the impact on students.

When and Where

Good teaching always involves careful planning about courses and classrooms. Are some types of classes better than others for treating the subject of rape in war and genocide? Are there particularly “teachable moments” with regard to this topic? What might such “moments” include, and how can they best be used to good advantage? Beyond questions that focus mainly on schools, colleges, and universities, what about settings for teaching and learning that do not fit that model? What other teaching and learning venues deserve consideration—those connected to the internet, for example, or those “in the field” where urgent humanitarian work is under way? This chapter responds to these pivotal questions.

Europe and the century of genocides: New directions in the feminist theorizing of genocide:

There’s a tremendous kind of hesitation in the scholarship on genocide to highlight gender because such a totalizing form of annihilation makes it very difficult to make differentiations among victims. And yet, once you raise the question of gender, your very terms of analysis are sharpened, certain structures of perpetration, of experience, memory and transmission come into sharper focus. (Marianne Hirsch, this issue)

Feminist questions at the centennial of the First World War

Special Open Forum on the anniversary of the First World War with contributions by Cynthia Enloe, Joane Nagel, Andrea Peto and Ayse Gul Altinay