Management education: A case for women's studies?

At a recent weekend seminar-workshop convened by the Personal Development Division of the Anglian Regional Management Centre, Essex. U.K., British pioneers, practitioners and academics with experience of management training for women conferred on the state of the art and laid plans for further developments. In this article Virginia Novarra, Visiting Fellow at the Centre with special reference to women's training needs, sets the debate in the context of the women's studies movement.     

Research priorities in women's studies in Eastern Africa

Studies of women as a specific object of inquiry began to become popular in the mid-seventies in eastern Africa. This is related to growing concern among state and international agencies about women as a problem in production and reproduction. The economic crises has led to heightened concern about the political consequences of real declines in income, the high rates of malnutrition and infant and child mortality rates, and the deterioration of peasant agriculture combined with the breakdown of peasant family relations. Women became of pivotal concern in the effort to forestall revolution as well as to increase production of food and export crops, given their central role as food producers in the peasant sector, and as providers of nearly all other family needs in cash and in kind.Two opposing lines have emerged in Women's Studies. One, the integration line, is identified with bourgeois feminism which calls for equal participation in education, employment and other spheres of society while maintaining the status quo of society. Women-in-development (WID) research and actions falls into this category. The other line calls for transformation of society through revolutionary struggles organised and led by the progressive segment of the women masses in Africa. This category is far less defined, in part a reflection of the level of class consciousness and organisation in the region and the way in which women intellectuals are divorced from the masses.Analysis of the issues which have arisen in relevant research indicates the significance of class differentiation among women, and the need to distinguish different kinds of male-female relations both within and across the different classes in society. A critical analysis is needed of Women's Studies which is carefully periodized to take into account different stages in the capital accumulation process and different forms of capital accumulation as these relate to concrete struggles of different classes of women.     

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.     

Toward a holistic paradigm for Asian American Women's Studies: A synthesis of feminist scholarship and women of color's feminist politics

In this paper I propose a Women's Studies method for an Asian American Studies curriculum by incorporating a women-centred feminist historical approach and a holistic feminist anthropological approach with American women of color's feminist politics with an emphasis on the interconnectedness of sexism, racism, classism and homophobia in the American social systems and cultural ideologies.My work is based on the belief that an Asian American Women's Studies method must be founded on a feminist politics which is specifically derived from their own definition of themselves and feminism which are based on multiple consciousness raising and multiple identities of gender, race, ethnicity, class and sexuality.     

The new women's movement—Where have all the women gone? Women and the peace movement in Sweden

The new women's movement in Sweden has been involved increasingly in Peace issues. This article asks who these peace campaigners are and where they have come from. Furthermore, what does this change of direction mean for the women's movement as a whole in Sweden? What are the motives behind this new strategy?     

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.     

the politics of conflict and difference or the difference of conflict in politics: the women's movement in Nepal

This article argues that an adequately historicized and politicized understanding of the women's movement in Nepal (or elsewhere) requires a detailed examination of the construction of the gendered subject herself in the complex geo-political space of the emergent (Nepali) nation state. In turn, this unravelling of the gendered subject in Nepal serves to reinforce the premise that the representation of ‘the Nepali Woman’ as a single over-arching category is a contemporary construction, which has been achieved at the expense of consistently effacing the historically prior multiple and contested ethnic/caste identities taken by thrust upon women in what is now the new Nepal. The ‘natural’ goal of the women's movement since post-1990 Nepal to achieve a (single) feminist agenda has become part of the problem, as it can only be achieved at the expense of respecting the radical diversity and difference that is covered over by the ‘theoretical fiction’ of the unified nation of Nepal. The main important players, whether it be the women from mainstream political parties, or the women of the NGO world or the Communist Party of Nepal (Maoists), have all contributed to excluding and silencing radical diversity in the name of expediency and elite power brokering. Moreover, it is argued that the contours of this composite discourse continue to be shaped by the international aid industry in Nepal, where ‘development’ is not merely the epistemic link between Nepal and the ‘West’, it is also the locus classicus of generic apolitical consciousness-less Nepali woman whose cause is taken up by scholar and activist alike.     

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.     

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)     

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.     

A seminar room of one's own

The editors have asked for ‘a short synopsis of 150 words in length’. When I wrote this paper uppermost in my mind was the importance of and fusion between content and style: what is said and how it is said. Therefore, no synopsis. Please either skip the article or read it in full.     

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.