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.     

Uneasy freedom: Women's experiences of contraception

This article discusses the effect of available contraceptive methods upon women's lives. It quotes extensively from letters received from women who answered a press appeal for information. The main argument is that contraception is by no means the trouble free panacea it is often assumed to be. For many women, contraception can bring considerable mental and physical side- effects—pain, anxiety, discomfort. Women also have to deal with the patriarchal attitudes of the medical profession and—often unsympathetic—partners. The women's accounts show how experience of contraception can be a radicalising experience—feeding the beginnings of a feminist awareness.The article was written before the latest evidence of a connection between the pill and breast cancer was made known.     

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.     

Women's studies: Sinking and swimming in the mainstream

After the necessary background pages, this article becomes a series of warnings about integration efforts that replace rather then supplement Women's Studies.     

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.     

Orwell's despair,Burdekin's hope: Gender and power in dystopia

George Orwell's 1984 bears a striking resemblance to a little-known anti-fascist dystopia, Swastika Night, that was published twelve years earlier. While the similarities between the two books are in some cases remarkable, of even greater interest is the different treatment of political domination and gender ideology in the two novels. Orwell's critique of power worship is inherently limited by his inability to perceive that preoccupations with power and domination are specifically associated with the male gender role. By contrast, Katherine Burdekin, a feminist writer who published Swastika Night using the pseudonym ‘Murray Constantine’, focuses her critique on the ‘cult of masculinity’ and the fascist dictatorship to which it can lead. Her novel is set 700 years in the future, after Hitlerism has been established in Europe as the official creed, and with it a ‘Reduction of Women’ to an animal level. This essay analyses the relationship between gender and power as understood by these two writers, one world-famous, the other forgotten.     

‘Making it your own world’: Women's studies and freire

This paper presents an analysis of ten interviews with teachers of women's studies in some institutions of adult education. Most of the interviews took place in Scotland because the paper is taken from a wider investigation into the provision of women's studies in the sphere of adult education generally, and submitted in part requirement for the Diploma in Adult Education to Glasgow University. The paper concludes by focusing specifically on some of the remarks and recommendations made in The Alexander Report—Adult Education: The Challenge of Change, HMSO 1975, interweaving these into a Feminist and Freirian perspective.     

Women's experience of world war one: Suffragists,pacifists and poets

The period of 1914–1918 was a time of immense change for women in Britain. The Suffragist movement, begun in 1867, gained irresistible force, culminating in the Act of 1918 in which women were given the vote at thirty and men at twenty-one. It was not until the 1928 Act that for the first time in the history of Britain there was full adult suffrage, granting the vote to both sexes at twenty-one. The picture is a complex one; Mrs Pankhurst and her daughter Christabel identified their movement with the war effort, indeed their pre-war militancy became militarism. Mrs Fawcett, an avowed non-militant suffragist before the war, who believed in the verbal power of argument over revolutionary tactics, also supported the war effort and nationalism. However, there were other suffragists such as Sylvia Pankhurst, Emily Hobhouse, Catherine Marshall, Helena Swanwick, Olive Schreiner and Kate Courtney, who were opposed to the war. Mrs Pankhurst believed if women couldn't fight, they shouldn't vote. The pacifists believed that this view simply gave in to the argument for physical force. They also saw militarism as yet another version of the strong oppressing the weak and thus an emphatic form of patriarchy. However, although the suffragists were bitterly divided in their moral view of the war, they were united in the cause of women's emancipation.The war itself provided all classes of women with important opportunities to work outside the home, as munition workers, land-army workers, police-women, doctors and nurses. The experience of change caused by the suffrage movement, together with the effect of the war upon women's lives, transformed women's image of themselves in radical and irreversible ways.My paper draws on some 125 poems by 72 women poets; Scars Upon My Heart is the first anthology of its kind and testifies to women's involvement in the war and the impact it had upon their lives. The anthology is necessary reading, together with the soldier poets like Owen, Sassoon, Blunden and Rosenberg, whose war poetry has been known to us for the past sixty years, for a full understanding of the significance of war for women and men.     

Women's self concept and belief: A feminist approach to empowerment symbolism

Because most cultures use the metaphor of Male Godhead to legitimate male control of earthly objects, their women are led to internalise a self-image in which their natural purpose is read as the primary and ultimate bearers and carers of life. This cosmological task is defined as inferior, thus masking the fact that women develop an identity in which their self-evaluation includes the needs and contentment of others. Prevented from operating the same ethical values as their men, their minds and bodies mediate the pain caused to them and others by the limited moral responsibility required of men whose goals must be competitive and instrumental. The effort to articulate symbols to convey the female experience of personal identity as communal identity has involved the international women's movements to provide images unifying materials and spiritual purposes, and simultaneously to force men to see this as superior intersubjective praxis. Empowering women by asserting their interpersonal self-image as the norm is prerequisite for rationalising economic legal and scientific thinking.     

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.     

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.     

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.     

Can women fly?: Vonda McIntyre's Dreamsnake and Sally Gearhart's The Wanderground

In this article Vonda McIntyre and Sally Gearhart have been chosen to represent two different trends in recent speculative fiction written by women: the books written by feminist writers to whom writing comes first, and those by feminists who write because they have a message they want to express. According to traditional literary and critical norms, the former group of writers write fiction, the latter propaganda. The question posed by the article is this: what is one to do if the conclusions reached through literary analysis are very different from the emotional quality of one's reading experience?     

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.     

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.     

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.     

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.