Frontmatter -- Contents -- Introduction: Feminism's Critical Edge -- Part I. Over the Edge -- The Impossibility of Women's Studies -- Feminism, Institutionalism, and the Idiom of Failure -- Part II. Edged OUT -- Teaching and Research in Unavailable Intersections -- Feminism, Democracy, and Empire: Islam and the War of Terror -- Transfeminism and the Future of Gender -- Part III. Edging IN -- Discipline and Vanish: Feminism, the Resistance to Theory, and the Politics of Cultural Studies -- Whither Black Women's Studies: Interview -- Success and Its Failures -- Works Cited -- Contributors -- Index
Frontmatter -- CONTENTS -- Introduction: On Location -- I: HISTORIES OF THE PRESENT -- Feminist Cultural Literacy: Translating Differences, Cannibal Options -- Transnational Practices and Interdisciplinary Feminist Scholarship: Refiguring Women's and Gender Studies -- Notes from the (Non)Field: Teaching and Theorizing Women of Color -- The Progress of Gender: Whither ''Women''? -- The Present and Our Past: Simone de Beauvoir, Descartes, and Presentism in the Historiography of Feminism -- II: INSTITUTIONAL PEDAGOGIES (A FORUM) -- Contending with Disciplinarity -- The Past in Our Present: Theorizing the Activist Project of Women's Studies -- Rethinking Collectivity: Chicago Feminism, Athenian Democracy, and the Consumer University -- From Politics to Professionalism: Cultural Change in Women's Studies -- Battle-Weary Feminists and Supercharged Grrls: Generational Differences and Outsider Status in Women's Studies Administration -- Taking Account of Women's Studies -- Nice Work, If You Can Get It—and If You Can't? Building Women's Studies Without Tenure Lines -- The Politics of ''Excellence'' -- III: IN THE SHADOW OF CAPITAL -- Academic Housework: Women's Studies and Second Shifting -- (In)Different Spaces: Feminist Journeys from the Academy to a Mall -- Analogy and Complicity: Women's Studies, Lesbian/Gay Studies, and Capitalism -- Institutional Success and Political Vulnerability: A Lesson in the Importance of Allies -- Life After Women's Studies: Graduates and the Labor Market -- IV: CRITICAL CLASSROOMS -- Strangers in the Classroom -- ''Women of Color in the U.S.'': Pedagogical Reflections on the Politics of ''the Name'' -- Negotiating the Politics of Experiential Learning in Women's Studies: Lessons from the Community Action Project -- What Should Every Women's Studies Major Know? Reflections on the Capstone Seminar -- Subversive Couplings: On Antiracism and Postcolonialism in Graduate Women's Studies -- Afterword: Continuity and Change in Women's Studies -- Bibliography: Locating Feminism -- Contributors -- Index
First made available online on 26 October 2018 ; Women's studies have come a long way. Precisely twenty years ago, the American historian Gerda Lerner wrote that "the striking fact about the historiography of women is the general neglect of the subject by historians". At that time, women as a subject were not only "hidden from history", but also hidden from the other humanities and social sciences. Scholarship was far from "objective" or "universal". Because it was based on male experience, placing men at the centre and as a measure of a] I things human, it left out half of humankind. In the past two decades, however, the situation has considerably changed. In an enormous (and enormously growing) body of scholarship women have been rendered visible. They have been placed at the centre and what women do, have to do, want to do has been re-evaluated. It has been re-evaluated in view of social, political and cultural change, of an improvement in women's situations and, more generally, in terms of a change towards more freedom and justice. But what was it, more precisely, that has been rendered visible by making women a subject of research? In a first step, it was their subjection, in a second step it was their subjectivity because women are not only victims, but they also actively shape their own lives and society.
Integrating Women's Studies with any curriculum, political science or otherwise, is a formidable task. And like most changes in curriculum, the integration of Women's Studies material has not come about in orderly fashion. There are some dimensions to Women's Studies integration, however, that set it apart from other curriculum change.The thrust of Women's Studies vis a vis any discipline is to revise and reinterpret that discipline from a feminist perspective. Feminist philosophy has argued that traditional methodologies, theories, and manifest analyses have contained a patriarchal bias which has excluded the impact of women from the intellectual evolution of humankind. Thus, on the discipline and on the academy itself, the very premise of Women's Studies makes demands which are far-reaching and threatening to establishment doctrine.
Recent gender analyses have been opening new paths for innovation and excellence. They are the basis for the Gendered Innovations project, led by the science historian Londa Schiebinger, in joint collaboration with the European Union. However, this work did not come out of nowhere; it is supported by decades of gender and science studies consisting of different research lines that critically reviewed the history of science and recovered the story of women's contributions to different scientific fields. This paper reviews the origin and genealogy of the project, highlights its positive effects, and highlights examples of its achievements.
We seek to provide an overview of the relationship between the English-language study of Taiwan & the social science disciplines, focusing primarily on political science, yet touching also on sociology, developmental studies, & economics. We identify three main periods in the evolution of Taiwan studies: (1) that from the end of WWII to the late 1970s saw the marginalization of Taiwan studies vis-a-vis China studies; (2) that of the early 1980s to the late 1990s, when, due to Taiwan's rising economic strength & democratic transition, Taiwan studies began to rise to fame, to become well-integrated with the social sciences: & (3) that since 2000, with Taiwan studies now facing both challenges & opportunities as it tries to remain integrated with the social sciences. We close with a comparison of the different research environments in both the US & Taiwan, discuss their respective roles in influencing the overall development of Taiwan studies, & suggest ways in which the social science research conducted in these two major venues for Taiwan research can be integrated more closely. 125 References. Adapted from the source document.
Examines insights provided by feminist science studies into the complex & controversial issue of sexual difference. Varied definitions of "woman" are described, noting that women's studies has emphasized the "subjective & collective meanings of women & men as categories that have been constructed." However, it is maintained that discussions of what characterizes woman invariably include the matter of bodies, & of differences related to biological attributes. Feminist studies of science, medicine, & technology have tackled questions of how & by whom standards of differences are determined, & there is a serious need for the fruits of these discussions to be included in women's studies. Three scientific modules suggested for inclusion in women's studies curricula are: (1) sexual dimorphism; (2) human conception; & (3) HIV/AIDS. It is emphasized that critical considerations of science, technology, & medicine in their social contexts gives students the opportunity to shift abstract notions of "woman" to practical, specific productions of "femaleness.". 27 References. J. Lindroth
This report is concerned with the contribution of political science to the instructional needs of those who are preparing to teach, and of those now teaching, the social studies in elementary and secondary schools. How can political scientists in colleges and universities maximize the contribution which they, as specialists in one large field of human knowledge, can make to enrich the teaching of the social studies? Before offering suggestions which, if applied generally, should provide at least a partial answer to the question, the Committee on the Social Studies states two assumptions. First, most political scientists can do more than they have done in the past. Second, reverse lend-lease is anticipated. Political scientists have much to learn from teachers of the social studies as to what methods are effective in enabling youth to learn the ways of democracy and what types of material are most useful in the learning process. The recommendations in this report are presented in the hope that coöperation between the two groups will become more extensive and regular. The recommendations are divided into four classes, according to the incidence of responsibility for carrying them into effect.
Vol. 1-33 lack whole numbering but constitute no. 1-88; no. 89-273 also called v. 34-124. ; Mode of access: Internet. ; Edited by the Faculty of Political Science, Columbia University.
Each no. also has a distinctive title. ; Vols. 1-33 lack whole numbering but constitute no. 1-88; no. 89-273 called also v. 34-124. ; Mode of access: Internet. ; "Edited by the Faculty of Political Science of Columbia University."
Each no. also has a distinctive title. ; Title varies. ; Mode of access: Internet. ; Edited by the Faculty of Political Science of Columbia University.