‘Male sexual politics and men's gender practice’

The responses to feminism and women's liberation, which men make when we define ourselves as ‘supportive’ of women's demands, are problematic. There continues to be debate within gender politics around the polarization ‘men's liberation’ and ‘men against sexism’, and critiques made from within various feminist understandings of, in particular, ‘men's liberationist’ preoccupations. The assumptions and contitutuent practices within the discourse of men's sexual politics in general are described and analyzed, rather than such debates reproduced. The assumption of ‘the sexual’ which men bring to our politics, and how our sexual politics is defined through these assumptions, is opened up. In particular, men's sexual politics seems precisely ‘male sexual politics’, in that it is defined through masculinist understanding of the sexual. Men's sexual politics is also male sexual politics, and our assumptions about the political, including the attempt to live from theory to action, are also instrumental in the ‘how’ of men's sexual politics.     

Women who do and women who don't,join the women's movement

Twenty-four women from five countries were asked to discuss their attitudes towards the women's movement. Half of this group were feminists and half were antifeminists. They ranged in background over class, race, age and sexual preference, and their comments formed the body of the book Women Who Do and Women Who Don't, Join the Women's Movement. This paper begins by discussing the women's movement as a social movement, its origins and the major issues involved in its struggle. The antifeminist ‘backlash’ is then analysed and its platforms clarified. The contributors' comments are summarised, bringing the issues alive, creating a diverse patterns of women's interpretations of ‘being female’. The issues of contention such as men, motherhood and the family are discussed, and the bases of the differences between feminists and antifeminists are analysed. Surprisingly, similarities between the two groups also emerge, particularly in terms of their experience of ‘self’. I conclude the paper by discussing why these splits among women occur, why one woman becomes a feminist while another is an antifeminist, and what this means for the future of women and of feminism.     

What women's studies programs do that mainstreaming can't

This article draws some conclusions about the limitations of ‘mainstreaming’, based on a comparison between the author's experiences as director of a ‘mainstreaming’ project (in this case, on Ethnic Studies) and her experiences as coordinator of a Women's Studies program. Integrating the curriculum and building autonomous programs are fundamentally different projects.‘Mainstreaming’, while important, cannot represent the full scope, complexity, vitality, and contextuality of Women's Studies. Women's Studies has its own subject, gender, just as other disciplines have their central subjects. The new body of knowledge and theory about gender cannot be assimilated into ‘traditional’ departments and disciplines. Women's Studies is in the process of constituting itself a discipline; and knowing a discipline implies familiarity with the central issues of a given discourse, a knowledge of its central questions and controversies, an awareness of resonances among texts, and participation in the institutions and activities generating new knowledge and ideas. It is this sense of relationship among texts, ideas, empirical findings, theories, even the personalities and visions of individual human beings that cannot be fully transmitted in any mainstreaming project. Only in autonomous programs can Women's Studies continue its evolution toward disciplinary status and achieve its full intellectual and political promise.     

Gender and colonialism: Women's organisation under the Raj

The popular media have recently born witness to a renewed interest in India under British rule. This article examines the portrayal of Indian liberation struggles in two of the more serious expositions, The Jewel in the Crown and Gandhi, questioning the political implications of this portrayal. It shows that they both neglect the crucial role played by women in the maintenance and demise of the Raj. We argue that women's contribution was so significant that its omission constitutes a misrepresentation of history that can fairly be termed revisionist. We suggest that the reason for this process of mystification lies in the relevance of India's fight for national liberation and sexual equality in the early twentieth century, to present day struggles against imperialism and male domination, which are two of the most explosive issues affecting the modern Western world.     

A women's international quarterly over 30 years. Are the arguments to be feminine or feminist?

Women Speaking (first entitled Speaking of Women) was published from 1951 to 1982. Its aim—to encourage women to make their voices heard on public issues—involved discussion of legal, educational and occupational discriminations, evidenced internationally by contributors involved in the struggle to overcome such handicaps in their own countries and through the United Nations Organisation. ‘East’ or ‘West’ the problems are found to be the same, even if immediate priorities differ, and the Journal's stance became radical feminist: ‘…sexism underlies all other ims, and Nationalist, socialist, communist, “Churchist” (Christian or Islamic) movements are at best peripheral and at worst deadly to human progress unless the universal problem of women's oppression is faced’ (editorial July 1980). Patterns of thought which from infancy undermine women's self-confidence stem from belief in a male God; hence a central interest in the struggle for ordination of women to the priesthood. At the outset the editors posited the achievement of peace between nations as the ultimate goal of women's emancipation and their prominence in movements towards this end have been consistently chronicled. The question, however, remains: is it in women's nature, any more than in men's, to seek peace? In the earliest and the last issues may be found the answer ‘Yes’, expressed in almost identical terms. But the last editor argues that in the sum total of interrelated issues we should rather affirm the human need and potentiality in both sexes for cooperative living.     

Anna Kavan’s Ice and Alan Burns’ Europe After the Rain: Repetition with a Difference

Abstract

While Anna Kavan’s work has been largely ignored by critics, the responses of those who have noticed her have been dominated by two assertions. First, many of those wishing to assert her importance and power have seen her work as sui generis, the result of her isolation from the surrounding literary culture. Second, numerous feminist critics have seen her work as reproducing the worst effects of patriarchal domination. This article, through a reading of Kavan’s final novel, Ice (1967), challenges both of these assessments of Kavan. It suggests that, if we notice and try to account for the similarities between Ice and a novel published two years earlier, Alan Burns’ Europe After the Rain (1965), Kavan’s novel can be read as challenging patriarchal domination through a bold and innovative reworking of the reader’s ‘suspension of disbelief’.     

Dame unise,feminist maiden who fares well with the patriarchy: Jessica Amanda Salmonson's ‘the prodigal daughter’ and the emerging tradition in feminist speculative fiction

In her discussion of recent feminist utopias, Joanna Russ notes that the authors have likely read one another and that their ‘works form a remarkably coherent group in their presentation of feminist concerns and the feminist analyses which are central to these concerns’ (Russ, 1981: 71). My essay further explores the emerging tradition in feminist speculative fiction. It notes the common elements connecting three novels—Anne McCaffrey's Dragonsong (1976), Suzy McKee Charnas' Motherlines (1978), and Elizabeth A. Lynn's The Northern Girl (1980)—and analyses Jessica Amanda Salmonson's ‘The prodigal daughter’ (1981) in terms of its relationship to these connections. References to Louise Bernikow's Among Women (1980) link these feminist imaginative works to feminist reality, reality which is more closely adhered to by Salmonson than by the authors of the novels. While the novels' feminist protagonists succeed in isolation from the patriarchy, Salmonson's feminist hero, Dame Unise, succeeds because she is able to cooperate with a patriarch. Positive images of patriarchy are absent from the novels; Salmonson's story emphasizes such positive images.     

Varieties of women's studies

The distinction between ‘autonomous’ Women's Studies programs and ‘integrationist’ projects as adumbrated by Bowles and Duelli Klein is a false one; in fact, this is all part of the same work. Several factors (funding sources, publicity, terminology, administrators' attitudes and the relationship of curriculum change programs to the disciplines) have made it seem as though these are different kinds of work. This paper argues that we should try to see our varied efforts as complementary and some of our differences as due to necessary strategic choices.     

The silencing of Simone de Beauvoir guess what's missing from the second sex

Inadequate, inaccurate English translations of works by feminist scholars can slow the advancement of international research in women's studies. We must begin to subject translations to the same critical attention we have focused on those sexist authoring and publishing practices that have defined women's interests as tangential to scholarly research.Simone de Beauvoir's The Second Sex, one of the most widely known, classic essays on women's experience and a cornerstone of contemporary feminist theory, is available in only one English translation from the French. In that 1952 translation by a professor of zoology, Howard M. Parshley, over 10 per cent of the material in the original French edition has been deleted, including fully one-half of a chapter and the names of seventy-eight women in history. These unindicated deletions seriously undermine the integrity of Beauvoir's analysis of such important topics as the American and European nineteenth-century suffrage movements, and the development of socialist feminism in France.Compounding the confusion created by the deletions, are mistranslations of key philosophical terms. The phrase, ‘for-itself’, for example, which identifies a distinctive concept from Sartrean existentialism, has been rendered into English as its technical opposite, ‘in-itself’. These mistranslations obscure the philosophical context of Beauvoir's work and give the mistaken impression to the English reader that Beauvoir is a sloppy writer, and thinker.     

The image of women's studies

We are three feminists, one Australian, one American and one English, who surveyed the image of Women's Studies in the sphere of Adult Education. This article gives the results of our survey; it illustrates both the problems and the potential of the image of Women's Studies in Adult Education in London—and by implication throughout the UK. Each of us is involved in teaching several Adult Education classes in a variety of subjects, not all of them within the sphere of Women's Studies. We polled our classes to assess their image of Women's Studies, finding it largely negative except in those classes specifically titled ‘Women's Studies’. More depressing, however, was our poll of administrators and staff in Adult Education and of non-feminist community groups of women, the ‘average’ women in the UK. Finally we query whether the problem is one of image or name or whether it is more deeply rooted in English misogyny, a heritage of patriarchy.     

On the bottom rung: A discussion of women's work in sociology

Women, Women's Work and ‘Women's Studies’ are in a disadvantaged and marginal position within academic settings. This is a reflection of women's position in society in general, and it should be no surprise to find it to be the case in sociology as elsewhere. Women's studies has achieved some respectability within the social sciences, but rather than this being seen as a straightforward success, the disadvantages of this ‘respectability’ must be understood, as must the subtlety of male incorporation of feminist ideas not at a conscious level but within and through the male defined ethos of academia. The use of a qualitative methodology to get behind the ‘facts’ of qualitative differences in women's and men's positions is important. The lives of women postgraduates and researchers in Great Britain, those women on the bottom rung, can give us insights into the difficulties for women's studies and into the possibilities for the direction that attempts to redress the imbalances between men and women in academia might take.     

The woman in the moon: Women's studies and the academy

This paper argues that Women's Studies has received a ‘bad feminist press’, and out of my experience as a ‘student’ on a part-time MA in Women's Studies at the University of Kent I want to encourage a more positive reappraisal of the relationship between feminism and the academy. It is therefore neither an apologia nor a eulogy; instead it seeks to show something of the complexity and tension involved in feminist intellectual work in an elitist environment; at the same time it is a firm statement of the value of being there, making the revolution, bringing the ‘woman in the moon’ down to earth as well as endorsing her visionary and inspiring example.     

Cooperation and conflict: A case study of a women's research network in Norway

During four years (1978–82), 25–30 Norweigian women social scientists formed a research network of small local groups, studying ‘Women's mutual relations’ in various settings. Women's friendships, their cooperation in factories and local communities and in women's organizations were the focus of our research. This article, however, is not about the results of our research—although some of them are reported in the notes—but we describe the organization of our association, its purposes, structure and positive results, as well as our tendencies to build up conflict, fractionalism and withdrawal. The research network was established in opposition to male social science, both with respect to the choice of its main themes and its organizational form. A supportive work style, a ‘horizontal’ structure and a playing down of conflicts was more or less deliberately chosen by the network members. We discuss here some of the types of conflict that developed in the network, and the ways we dealt with them. Most conflicts were either solved ‘talking through’ or handled by avoidance. We ask the question if deliberate conflict avoidance is functional for a feminist network of organization. The case is made for a ‘horizontal network organization as a positive and fruitful supplement to usual academic organization structure.     

Women's power in heterosexual sex

The ‘male sexual drive’ discourse sees men as sexually insatiable and male sexuality as naturally an uncontrollable drive. Feminist analysis denies its ‘naturalness’ and its constitution as a ‘drive’, seeing it instead in terms of the power conferred on men in patriarchy. However, seeing the penis/male power as monolithic still ends up casting women as victims. Instead this paper looks at actual heterosexual relationships and examines ‘power’ as a more complex process of negotiation. Heterosexual women often fail to recognize that men need relationships; and that women have sources of power in relationships with them; and the paper argues that this occurs through gender-differentiated positions in discourses such as the ‘have/hold’ discourse as well as the ‘male sexual drive’ discourse.     

Inside an integration project: A case study of the relationship between balancing the curriculum and women's studies

This paper presents an ‘inside view’ of a federally-funded integration project in a small women's college in the Eastern US from the perspective of the project director. The author illustrates various stages and kinds of ‘Women's Studies’, pointing out that the integration project has resulted in increased Women's Studies course offerings, as well as a minor at the college. She makes distinctions between superficial integration and more profound efforts, which lead to a real struggle between traditional and feminist scholarship.     

Women's projects and co-operatives in France at the beginning of the 19th century

Seamstresses, washerwomen and midwives establish co-operatives in order to organise their own work, independent of employers, and to divide their profit amongst themselves and to assure a reserve for harder times, for periods of sickness, for their old age. Women's collectives publish feminist magazines, including a daily newspaper by and for women; they found co-operative schools or an organisation for the support of single mothers. Women live in communes, make plans for women's houses and women's meeting-centres. And all this took place in the France of 1830–1848.In my paper, I would like to present some of the self-organised women's projects and co-operatives of that time and thereby also uncover information and sources which have remained buried under prevailing historiography. Moreover, my further intension is to refuse the commonly-held prejudice which dismisses the ‘proletarian’ or ‘socialist’ Women's Movement of the 19th century far too easily as having been ‘male-dominated’, a verdict frequently passed in Women's Studies in Germany. In view of this, it seems to me important to highlight historically the autonomous projects of proletarian and socialist women and to pay appropriate tribute to their significance for the history of the Women's Movement (not only in France!). Finally. I would like to approach a methodical problem which confronts me again and again in my work: the contradiction between historical distance and personal proximity and identification with the historical theme. By this, I mean the toilsome process of approaching history as something which is extraneous and yet related to us; this problem of, on the one hand not wiping out our present-day knowledge, feelings, values and norms from our research, and on the other hand, not using these as a distorted gauge from the women of former times.     

Compulsory heterosexuality and psych/atrophy: Some thoughts on lesbian feminist theory

The patriarchal features of psychiatric practice have received scant attention by feminists today. This paper presents a critique of psychiatry and places this critique within lesbian feminist theory. Drawing on Mary Daly's ideas as elaborated in her ‘ovular’ work Gyn/Ecology (1979), the methodology I use is an unearthing of feminist meanings and an exposition of feminist practices which are necessary to understand the role of Psych/Atrophy vis à vis lesbianism today. I argue that for lesbians, as for all women, self-healing is a feminist process which exists in opposition to psychiatry's functioning as the primary male, social injunction to heal souls. With a view to challenging this psychiatric conception of healing souls, we are able to create five specific strategies which direct Lesbian energy to a more creative view of ourselves as women. Discarding the sexual label (1); resisting ‘reversal’ (2); erasing the Victim Role (3); working towards social change and not individual solutions (4) and delivering themselves through the ‘Amazonian Asylum’ (5), lesbians will help to work for lesbian liberation. These strategies will help them/us not only to create new images of themselves/ourselves as women, but also to challenge the heterosexist structure of society upon which psychiatric practice is based.     

Women's studies courses: Pragmatic and political issues concerning their establishment and design

When attempting to establish women's studies courses within institutions of higher education, women face a traditional power structure designed to obstruct movements for change. Four factors relevant to a power analysis of this situation are status, concrete resources, expertise and self-confidence. These factors are defined and examined in relation to the fight to establish women's studies courses. Within this background the issue of men as ‘patrons’ as teachers and as students, and the fact of women's anger are examined. Many arguments forwarded by conservative patriarchal institutions are discussed. The paper emerges from the experiences of the author in three universities. It is aimed at clarifying some of the traps set for women so that other women can eliminate any fears that their experiences are idiosyncratic or ‘their fault’ rather than part of a formalized power game.     

Resisting the tyranny: Teaching women's studies in secondary and adult education

This is an account of teaching Women's Studies over a period of about 5 years to girls of mixed ability and low academic ‘achievement’ at secondary level, and to a small group of women in Community Education. The account is anecdotal rather than theoretical: teaching/studying this subject for one period per week is potentially a liberation for all the women in the class, teacher included, and what goes on may only approximate to what is on the syllabus. It is about school-girls and women having some access to a subject of radical potential, without having to go to university or follow the ghost of Karl Marx. Issues of power, such as obtaining validation from the Examination Boards, or time-table space are noted, as are aspects of the construction of the course, such as the multicultural nature of classes and the balance between the personal element and the more fixed areas of academic knowledge.     

Women's studies and men's careers: How the ‘social problem’ of women in education maintained the academic status of men in the 1970s

This paper investigates the changing status of research of women and education during the 1970s. All articles published in the American Educational Research Journal, the Journal of Educational Psychology, Child Development, Sociology of Education, and the Journal of Educational Measurement from 1973 through 1978 are included in this study. A total of 2239 research articles are identified and examined for article content and authorship. Of these articles, 13.5 per cent deal with women and education, 15.9 per cent are authored by women solely and 28.0 per cent are co-authored by women and men. There is a significant increase in the number of articles on women and education, and it appears that proportionately more of these articles are written by women; however, there is no proportional change in women's authorship of (1) total articles written by women, (2) articles on women and education, or (3) articles on topics other than women and education. It is concluded that women and education became a legitimate topic for scholarly inquiry during the 1970s, but that this increased legitimacy did not benefit women specifically.