Feminism and Utopia: Irigaray Reading Kant

The student revolution of the late 1960s and the early 1970s was a major impetus for the development of new academic disciplines. Topics that had not been considered'proper academic material' only a few years earlier, such as women's studies and Holocaust studies, received recognition and began to be taught in American universities. Soon, universities throughout the world followed suit. Sometime during the early 1990s initial attempts were made in the United States and Israel to prepare courses that incorporated themes from women's studies or gender studies into the study of the Holocaust. The result was a number of courses dealing with women and the Holocaust located in the fields of history, sociology or literature. Taught initially in only a few institutions, the topic was slowly taken up by scholars throughout the world. After a decade of research and teaching the subject in academic institutions throughout the world, scholars of the Holocaust and gender suddenly found themselves facing opposition from historians and public figures. Baumel deals with the more common attitudes towards the subject, experienced by those dealing with the topic. She provides a short survey of the arguments used against scholars of the Holocaust and gender, an overview of the state of research on the topic and guidelines for future research.     

The Newsletter of the International Federation for Research in Women’s History: presentation to its conference in Sofia, 8 August 2007

Presented as part of the twentieth anniversary celebration of the International Federation for Research in Women’s History in Sofia in August 2007, this paper examines the association’s newsletter to see what it reveals about the expansion of the academic infrastructure for women’s history from 1987 through to 2007. It looks at the rapid advancement of the subject in the 1980s and early 1990s and its slower growth in the following decade. It also explores briefly the problems that the establishment of Women’s Studies Centres presented for women’s history.     

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.     

Whatever happened to the F word in higher education?

As a women's studies academic who has taught health and social care students for four years in the UK, it strikes me that much of what and how I teach is incompatible with my own pedagogic position. At a time of government cuts and economic austerity there are ever shrinking opportunities to work in women's studies environments within the higher education academy, and I often find there is a mismatch between what I am offering as an academic and what an employer is looking for. Occupying the most junior teaching post on a fixed-term contract, and coming from the discipline of women's studies – constructed often as irrelevant and/or too political and controversial, rather than a necessary philosophical foundation to critical thinking – I have diminutive curriculum influence and find myself, more often than not, delivering hegemonic groups of theories and practice. Drawing largely on level 5 health and social care interprofessional learning module course materials, this paper will analyse the discourses inscribed within them, and consequently expose the essence of the learning and teaching that takes place within the classroom. This paper will also act as a catalyst to explore whether it is possible to find, or construct, a feminist space in my learning and teaching practice.     

Mary Bridges Adams and education reform, 1890-1920: an ethics of care?

This article uses biographical inquiry to piece together the political career of Mary Bridges Adams, who made a name for herself through her work as an educator-activist, a hundred years ago. The objective is to rethink and re-see the place of the personal in academic study and research in the field of education. After briefly reviewing recent developments in theoretical and research uses of auto/biography, the discussion revolves around three main issues: (1) the values and practices of a woman who moved from earning and learning as a pupil-teacher to elementary teaching to political action; (2) her entry into labour politics; and (3) her educational activism. It is argued that the organised activism of the socialist profiled here can be analysed in terms of the idea of the caring subject. Her story not only contributes to an understanding of what it meant to be a socialist woman in this period but shifts our understanding of the left and educational politics itself.     

Dialoguing with the Divided Self as the Outline of a Becoming-Woman in Music

For more than 30 years, I have been researching contemporary women's classical music and have concluded that in the current time, it is difficult to believe in the utopian world for women in music that had once been imagined in the decade of the 1990s. According to Roffe, however, in Deleuzian thought utopia is not really about hope or an ideal society, but about who we are, and what we are capable of, here and now. In this paper, through a dialogue with the divided self, or what Deleuze refers to as the ‘dividual’, I will generate some thoughts about the kinds of actions that a dividual is able to produce at different stages of her work as a musician and an activist feminist. Specifically, the paper will aim to develop a new conception of subjectivity in order to sow the seeds for new ways of thinking about women in music. It will ask two questions: who acts, and who is the subject of that action?; and, how do new ways of thinking transform real world situations? The first question leads to the theme in Deleuze and Guattari's work of ‘a people to come’ or ‘becoming-woman’, the latter a concept that disrupts the male form of subjectivity, challenging the emphasis on ‘man’ as the standard by which all beings and things are measured. The paper will map the question leads to a demonstration of how the self, conceived as a dividual, is able to make an intervention into the nature of subjectivity while at the same time gesturing towards the ways in which the practices of musicology and feminist studies might be transformed.     

Unnecessary bleeding,unnecessary suffering: normalcy and necessity of menstruation in promoting NovaSure®

NovaSure® is an endometrial ablation procedure that destroys the inner lining of uterus to stop heavy bleeding. It is performed mostly on women entering menopause who are experiencing irregular and heavy bleeding. In this article, this biotechnology, promoted for women approaching the end of their reproductive life, is analyzed. The analysis is informed by a feminist science studies and medical anthropology background. The discourse of ‘normal’ menstruation and representations of menstruation in the promotional materials for NovaSure® are explored through a textual analysis of the NovaSure® website and patient brochure. The themes in the materials analyzed include the idea of getting back to life, ‘normal’ bleeding, and having a choice among different medical procedures and interventions. The possibility of getting rid of embarrassment that accompanies heavy bleeding is also emphasized. It will be argued that NovaSure® contributes to the redefinition of what is ‘natural’ and ‘necessary’ by combining the ‘unnecessary period’ idea of pills such as Seasonale®, which is aimed toward women in their reproductive years, with the ‘unnecessary suffering’ idea related to menopausal complaints. While advertising the procedure, NovaSure® promotional materials co-construct the ideal user for the technology and reproduce the taboos and embarrassment that accompany menstruation.     

“She's not really a woman, she's half a man”: Gendered discourses of embodiment in a French farming community

This paper is about constructions of embodiment in farming families in a community of the Aveyron region in Southern France. More particularly, it explores how the discursive representation of women's bodies both reproduces and legitimates unequal gender relations between women and men on the farm and in the local community. It is argued here that gender is constituted through the ways in which individuals live and construct their bodies within a particular social, cultural, and economic context. But because what is constructed as masculine is valued over what is constructed as feminine, women's bodies and abilities are inferiorised and devalued. In the farming context discussed in this paper, farm women are never seen as having bodies which enable them to farm in the same terms as men. Women's work on the farm is seen as only secondary and complementary to that of farmers in the same way that women's bodies are seen to be lacking in masculine attributes which are defined as central to farming. So that even when women show that they can run farms by themselves and do work which is usually defined as masculine, they are either represented as only being able to do so because they have male help, or because their bodies and attributes do not conform to culturally constructed heterosexual norms of femininity.     

A Meditation on Discomfort

To borrow from Irene Watson, this is a meditation on discomfort (2007). I begin at a cultural tourism site in northeast Arnhem Land, where Yolηu women were teaching Napaki (non-Indigenous) women about their kinship systems and responsibilities. The tourists were eager to learn: at times insistent and demanding. There was something too familiar about the scene: the settler women’s clawing desire for ‘Aboriginal culture’, only just keeping at bay the anxiety evoked by Aboriginal autonomy and political will. My concern is that in this historical moment there is a retreat, a wariness to disclose what it feels like to be the beneficiaries of living in a colonised country. It is shaming to discuss these awkward, if not ugly, emotions, and much easier to dismiss these as personal failings, sweep them aside, or to hide behind empathy for so-called vulnerable people or an enthusiasm for ‘culture’. Consequently those committed to social justice could fail to understand contemporary Australia, and also disregard an alternative feminist political practice. In this article, I reflect upon what might enable ‘good white people’ to stay in places of discomfort and be responsive and answerable to Aboriginal and Torres Strait Islander people [Watson, Irene. 2007. “Aboriginal Sovereignties: Past, Present and Future (Im)Possibilities.” In Our Patch, edited by Suvendrini Perera, 23–44. Curtin, WA: Network Books].     

The patron system in academia: Alternative strategies for empowering academic women

In this paper we present an typology of the academic patron system which differentiates among its various functions in terms of the type of power academic patrons have (formal or informal) and the kind of faculty orientation they have (professional or organizational). Using the dichotomies of authority (formal power) or influence (informal power) and professional orientation (cosmopolitan) or organizational orientation (local), four types of academic patronage are identified: professional authority, organizational authority, professional influence, and organizational influence. For each type of academic patronage, associated strategies for empowering women are discussed. These strategies are considered in terms of the extent to which they affect not only ‘professional enfranchisement’, i.e. access, but also ‘professional efficacy’, i.e. a sense of personal power, of being in control, of having the ability to make a difference, for academic women. We conclude that the effective use of professional and organizational influence offers the best hope for the inclusion of women in academia and for changing the academic bureaucracy from a system of ‘participatory autocracy’ to a system of true collegiality.     

Cause for concern: young women and leisure, 1930–50

During the late 1930s and throughout the 1940s the leisure of young women attracted much interest from youth workers, psychologists and educationalists. Indeed, in 1939 their leisure became an organised and respectable focus of state intervention. This article addresses how, and in what ways, the leisure of young women came to acquire significance as an issue of concern, object of analysis, and sphere of intervention. The argument developed here is that public approaches to young women's leisure need to be understood in terms of the ways in which ‘leisure’ was discursively constructed during the inter-war period as a social phenomenon of considerable significance, and how this intersected with discourses on female adolescence within a framework of concern for the stability of British society and democracy. Such concerns about society were strong throughout the inter-war period but were intensified during and immediately after the Second World War. The interconnection of these three themes of ‘leisure’, ‘adolescence’ and societal stability are illustrated with reference to discussions in the 1930s and 1940s about what constituted the problem of young women's leisure and suggestions concerning young women's leisure needs.     

From ‘Tramp Stamps’ to Traditional Sleeves: A Feminist Autobiographical Account of Tattoos

ABSTRACT

In this article I use a feminist autobiographical approach to present my ‘tattoo narrative’ as a gendered, embodied account in which I map out key moments in my life over two decades through the images inscribed on my skin. Specifically, I examine how my bodily modifications have magnified the social responses to my body as a woman. For example, as a teenager, I acquired a naval piercing and trendy ‘feminine’, discretely located tattoos to satisfy a heterosexual male gaze. In contrast, as a woman in my late thirties, my tattoos satisfy a different purpose. They are larger, bolder, and more ‘masculine’ in line with the evolution of my feminist politics. However, as an academic, the social responses to my tattoos are more complex. In class defined social spaces such as the university where I work, my tattoos cause trouble because they challenge gendered and classed norms for femininity. I conclude by calling for women to engage in autobiographical writing about bodily modification as a critical feminist political act.     

‘Quality’, Cinema and the ‘Superior Woman’ Persona: understanding women’s film criticism in post‐war Britain (1945–59)

Criticism was a particularly buoyant area of film culture in Britain during the post‐war period, a regular feature in newspapers, periodicals, magazines, and BBC radio programmes. What has not been widely recognised is the central role that women played as critics of film at this time, and where their interests differed from those of their male peers. This article recovers the contribution made by women film critics, arguing that middle‐class writers such as C. A. Lejeune and E. Arnot Robertson adopted a form of ‘distanced amusement’ with regard to themes of sentimentality and romance (associated with low‐brow female pleasures). This strategy permitted them to engage with the broader cultures of film‐watching, commenting on subjects such as female crying and character identification, and recognising cinema‐going as a pleasurable activity for women, subjects which male critics did not discuss. These findings expand knowledge about film criticism in the post‐war period and reconfigure received understandings of film culture to account for women’s gendered contribution to the critical field.     

Feminism in the Social Sciences of Health and Illness

Abstract

When feminism informs and shapes social scientific thinking, it often yields strongly applied perspectives. The business of engaging in the application, however, presents challenges to both feminist practice and the academic disciplines. These issues are further complicated when they are played out in an interdisciplinary setting. I offer a personal reflection on the highly ambiguous situation in a part of what has been called the ‘diaspora’ of social sciences practiced not within any particular ‘home’ discipline, but in a particular sub-field or inter-discipline such as urban studies, criminology or—in this case—population health. The emphasis in this discussion is on the mutual influences of the academic and the applied.     

ambivalent optimism: women's and gender studies in Australian universities

This article describes the place of Women's and Gender Studies programmes in Australian universities as a way of thinking about the place of feminism in the academy. It begins with a story of one such small programme at a time of stress and locates this story in an account of change in Australian universities over the last 20-plus years. The narrative traces a contradictory domain in which women, feminist scholarship and Women's and Gender Studies are enmeshed. The article draws on feminist literature about Australian universities to argue that while neo-liberal university environments are clearly places where masculinist values prevail, the flows of power around individual Women's and Gender Studies programmes cannot be simply predicted. Women's and Gender Studies programmes are thriving in some universities (on a small scale). As well as institutional imperatives Women's and Gender Studies programmes are engaged by specific intellectual challenges and some of these are sketched with reference to the Australian context. Asserting the need for dedicated research and teaching that focuses on gender, the article concludes that Women's and Gender Studies programmes in Australian universities are energetic places for this to occur. It proposes an ambivalent optimism to describe its assessment of these programmes and their viability as future places of work for feminist scholars.     

Diversity in times of austerity: documenting resistance in the academy

What happens to feminism in the university is parallel to what happens to feminism in other venues under economic restructuring: while the impoverished nation is forced to cut social services and thereby send women back to the hierarchy of the family, the academy likewise reduces its footprint in interdisciplinary structures and contains academic feminists back to the hierarchy of departments and disciplines. When the family and the department become powerful arbiters of cultural values, women and feminist academics by and large suffer: they either accept a diminished role or are pushed to compete in a system they recognize as antithetical to the foundational values of feminist priorities of social justice. Collaborative work to nurture diversity and interdisciplinarity does not register as individual accomplishment. This paper considers the necessity of this type of academic work to further the vision of a society committed to the collective values espoused by feminism and other areas in social justice.     

Contradictions in teaching feminism

This paper is concerned with the tensions present in the teaching of a subject which has its roots in political struggle, and which questions the ‘value-free’ nature of academic discourse itself. How is it that one can teach feminism without resorting to polemics, yet not obscure the central political ramifications of feminism and feminist theory? The next issue for discussion is whether there are any first principles of feminism, and these are tentatively sketched-out. Then, the way in which these basic axioms might be taught without limiting the openness of academic criticism is considered and contrasted with the notion of “academic neutrality.” Finally, the dangers of producing a hollow conformity to feminist orthodoxy is posed as a possible problem.     

The separative self in Sylvia Plath's the bell jar

Plath's novel The Bell Jar dramatizes the collusion between the notion of a separate and separative self (or bounded, autonomous subject) and the cultural forces that have oppressed women. The pervasive imagery of dismemberment conveys the alienation and self‐alienation leading to Esther Greenwood's breakdown and suicide attempt; the recovery which Plath constructs for her heroine merely reenacts the dismemberments obsessively imaged in the first half of the novel. This “recovery” denies the relationality of the self and leaves Esther to define herself unwittingly and unwillingly in relation to culturally‐ingrained stereotypes of women. Contemporary feminist theory has questioned the validity of the separative model of selfhood, but literary critics have brought to the novel the same assumptions about the self which inform Plath's book. Thus they have failed to recognize what the novel has to teach about the destructive effects — at least for women — of our cultural commitment to that model.     

With you but different: Jouissance and feminist writing

In this article the notion of jouissance as a vehicle for constructing embodied female subjectivity is introduced. Both Luce Irigaray's and Rosi Braidotti's ideas about female subjectivity are reflected against psychoanalytical theory. Although their standpoints are quite different, what they have in common is the re‐essentialization and the nomadic (mobile) nature of female subjectivities. This radical construction can be further developed with the aid of jouissance, which in this article is cut out from its psychoanalytical roots. It is argued that feminist writing which connects jouissance and the creation of subject positions for women in scientific discourses is not a totalitarian discourse but a pleasurous between‐area which connects bodies and texts. It allows space for differences, a space for I and You.