Why women's studies?

This paper considers arguments about what Women's Studies is, asserting that it must also be feminist studies, and addresses the conflicts and contradictions involved in doing WS in the academy. It also argues for recognition of the contribution WS and feminist theory has to make to the Women's Liberation Movement. It is written out of my experience as a student of WS in the academy.     

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.     

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.     

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.     

The teacher's tale: On teaching women's studies

The teaching of Women's Studies is beset with difficulties as much as rewards: in this brief article some reflections are offered on the experience of being a teacher on a Women's Studies course. It is suggested that teaching Women's Studies often differs from teaching more conventional disciplines, but that this offers a chance for academic innovation.     

UN decade and women's studies in Latin America

Women's Studies programs developed rapidly in the 70s especially in the United States, which did not happen in other countries. The Simone de Beauvoir Institute, at Concordia University, in Canada, is an exception. Even in Europe, very few universities have been including such programs for more than ten years, at the beginning of the 80s. By that time, in Central and South America, Women's Studies were still in their early stages and few regular programs had been really implemented. One of these was the Center for Women's Studies created at the Pontifical Catholic University of Rio de Janeiro, in early 1981, with an offer of special courses and seminars and conducting research projects.A Regional Seminar on Women's Studies in South America and the Caribbean was held at that University in November 1981 with the financial support of UNESCO, to evaluate the situation of teaching and research in 11 countries: Brazil, Argentina, Uruguay, Paraguay, México, Colombia, Peru, Venezuela, the Dominican Republic, Costa Rica and Chile and concluded that much still needed to be done in that field.Nonetheless, the feminist movement, in its struggle for equal rights, against sex discrimination, for better opportunities for all women and their effective integration into national development and political participation, has been supported by thousands of women and gained a great momentum in the 70s.The Women's International Year (1975), The World Plan of Action (1976–1985) and the Copenhagen Conference (1980) have been concrete expressions of the effort initiated by the UN to call the attention of all nations and governments to the need of definitively eliminating all forms of discrimination against women and to adopt measures to ensure that the capacities of women will be utilized in a more fruitful way, aimed to national development. The Decade played an important role in the implementation of Women's Studies programs in Latin American.     

The history of women in science: A women's studies course

Women have always done scientific work but have rarely received the recognition they deserved. As a result most of us learn, from elementary school on through university, that science is and always has been the province of men. Women are seldom mentioned in history of science courses and their contributions are often attributed to male scientists. This paper describes a lower division course in the history of women in science, offered jointly through the Women's Studies Program and the Biology Department at Portland State University. It includes a discussion of the topics and issues covered in the course and the types of questions raised about women scientists. Examples are given to illustrate historic trends and some of our experiences in the classroom are described. A representative bibliography provides an introduction to various aspects of the subject.     

Boys will be boys: Teaching women's studies in mixed-sex groups

There are strong arguments for teaching Women's Studies to teachers of both sexes in order that they might effect changes in schools concerning the validity of female experience. Some of the difficulties in teaching mixed-sex groups of student teachers are described through two short case studies of male disruption. These seem to point to the desirability of working in single-sex groups. Ironically this conclusion is often most quickly reached by women through the experience of being in the mixed-sex group.     

Sell-out or challenge? The contradiction of a masters in women's studies

This is an account of planning a part-time Masters degree in Women's Studies at a British Polytechnic. We explain how we obtained approval from the necessary authorities for the course, and discuss the conflict between—on the one hand—the need to conform to these institutional procedures in order to get the course established, and—on the other hand—the desire to keep faith with the political origins of Women's Studies in the Women's Movement. We discuss a number of major issues which have confronted the members of the committee responsible for planning this course including the struggle to demonstrate within the college the academic legitimacy of WS; decisions about what kind of course to offer students—a multidisciplinary or interdisciplinary curriculum, with or without optional elements—and how to defend these proposals during the lengthy process of seeking formal approval; the institutional politics of launching the course; and anticipated problems associated with the eventual teaching of the course.     

Minority studies and women's studies: Do we want to kill a dream?

When we engage in integration of new subject matter into the existing university curriculum, or when we speak of mainstreaming into the existing curriculum, we are engaging in the proliferation of the sickness of the dream deferred. The mainstream is very sick, and rightfully near death. We must be about ultimately replacing it through transformation. Yet neither Women's Studies nor Minority Studies has been transformed; we must be involved in a pluralistic, generative, interactive process that transforms Women's Studies, Minority Studies and the traditional disciplines.     

A brief overview of the development of women's studies in the UK

This paper provides a brief overview of Women's Studies (WS) in the UK, drawing attention to its greatest expansion in adult education and, in general, non-degree granting areas of education. It further argues that this impressive diversity, at present, contributes to the invisibility of WS in the UK but that, potentially, the foundation of a National Women's Studies Association could make both the women who do WS, and WS itself, visible and powerful.     

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.     

The impact of the women's decade on women of Sri Lanka

The International Women's Year awakened many to the position of women in Sri Lanka. The mass media flooded with discussions on women's issues; meetings and seminars were held. Women's organisations gained new strength with the grants placed at their disposal by foreign voluntary organisations for development projects for women. Women's seminars and conferences abroad increased significantly and more Sri Lankan women attended them. However, this is only a beginning: Sri Lankan women's organisations are composed largely of middle-class women—feminist groups must strive to reach all women in Sri Lanka.     

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.     

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.     

The politics of publishing: Selection and rejection of women's words in print

The commercial publishing industry is controlled by men and under the guise of rational and objective decision-making, it manages to produce and disseminate material that it claims to be ‘universal’ and representative of all humanity. In fact, through gatekeeping, the publishing industry selects and promotes the ideas and knowledge that effectively maintain and support the dominant male view of the world. This constitutes a rarely acknowledged ‘political’ dimension in the production of knowledge and in the publishing industry. Alternative views, such as those presented by feminists, are contained at a level where they inevitably remain marginal and without the legitimacy that the sheer volume of production and expensive promotion accord to masculist ideals and practices. Feminist publishing cannot compete in terms of scale or influence and feminist writers and feminists in publishing have to contend with the issue of marginality — both ideological and pragmatic — in a male-dominated area. ‘Book publishing, like all industries, is controlled by rich, white heterosexual men’. (West, 1978:6)     

Women's studies in the workers' educational association

The following is a brief account of the formation of a local Women's Studies Branch of the Workers' Educational Association in the South of England, including a discussion of the potential of the WEA for encouraging the growth of Women's Studies.     

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.