Helen Freeman; On Women’s Education, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 113–135, https://doi.org/10.1111/j.1467-9752.197.

Nussbaum defends literacy and education for women as a crucial condition for lessening many of the problems that women face worldwide, such as abusive marriages, inadequate jobs, and poor health, which restrict women’s capacities to engage in citizenship practices. Nussbaum’s proposal extends to secondary and higher education and particularly urges the development of women’s critical faculties and imagination. At present, the commitments of poorer nations and states, as well as those of wealthy nations, their citizens, and their corporations (...) are woefully inadequate to serve women’s needs. Female education is sometimes opposed on the grounds that it destroys non-literate cultures, which have their own values; yet such cultures may harbor misery and injustice and their norms may even be opposed by the women in the cultures. Nussbaum suggests that if governments cannot improve female education, non-governmental organizations may be able to take on the responsibility. (shrink)

In this article, I reflect on education as a continuing arena of tension for people in Cabo Delgado. The tension between formal (state-sponsored) and religious education as a backdrop of the conflict in Cabo Delgado has been widely mentioned but largely misunderstood. Scholars have consistently mentioned poverty and people's lack of access to formal education as drivers of the disenfranchisement that has led to violent extremism in the province. There are also references to how the insurgent movement (...) has shunned formal education in favour of Islamic teachings. The existing literature about the insurgent's rejection of state-sponsored education, especially for girls, fails to address a trajectory whereby formal (state-sponsored) education has been a field of tension for a long time. Similar tensions happened across the Swahili coast in both English and French colonies. From interviews focused on women's relationships and experiences with both the colonial and postcolonial state, it emerged that Muslim populations in Cabo Delgado, particularly on the coast, have a long history of suspicion towards state-sponsored education. This includes showcasing a locally established practice for women's education that predated and existed alongside formal education. This follows that cultural and religious dynamics do not preclude women's influence in society, particularly education. In fact, it relies on her active participation. At the same time, despite potential violent cooptation, in the context of the conflict, the insurgent movement is able to tap into the existing tensions, including that around state-sponsored education. Evidence from the field indicates that, despite the disadvantages of resisting formal education, religious education remains central to most people, not just those following the extremist movement. What may appear to be an extremist rupture from mainstream practice should be understood within a logic operating on shared and familiar values. (shrink)

This new six-volume collection from Routledge and Edition Synapse brings together key documents from the Victorian feminist campaign to establish and improve girls’ and women’s education. The set is divided into two sections, both of which incorporate materials that argue for the improvement of girls’ and women’s education as well as arguments made against education for girls and women. The first section focuses on the debate surrounding the quality of women’s education and the question of access (...) to higher education for women. This section also brings together documents from the feminist campaign with writing from the established press on the question of women’s higher education, and writings from the Social Sciences Association where many education reformers aired their views. The second section concentrates on the strengths and successes of Victorian women as educators, and highlights some of the most influential women in the field of education during this era. Drawing widely on articles from the feminist and established press, government papers, newspapers, professional and association journals, as well as memoirs, addresses, pamphlets, and reviews, this essential collection gives researchers excellent and comprehensive access to nineteenth-century debates on improving girls’ and women’s education, and women’s work as educators. (shrink)

A contrast is developed between the educational views of van Schurman and Astell, revolving around their sense of Christian piety and their stance on women’s place in the social and political sphere. The work of Irwin, Hill, and others is cited, and it is concluded that important differences between the views of the two thinkers can be delineated, and that doing so helps us to understand the intellectual and philosophical milieu of the seventeenth century. In addition, the debate sheds light (...) on today’s gender-essentialism controversies in education, and the extent to which intellectual rationality is a general human virtue. (shrink)

Opponents of women's education assumed that women were less naturally gifted than men, that education was inappropriate for Christian women, or that it was irrational to educate women because they could not fulfil the civil and ecclesiastical offices for which education was the required preparation. Van Schurman argued against all three assumptions in her Dissertatio . She presented her arguments as syllogisms, which she based on the authority of the Bible, on the Christian churches' understanding of (...) human nature, and on the necessity of knowledge to acquire virtues and to avoid falling into heresy. Van Schurman concluded that education was appropriate for women, in general, for exactly the same reasons as it was appropriate for men. Les opposants à une éducation des femmes considéraient qu'elles étaient naturellement moins douées que les hommes, que l'éducation était quelque chose d'inapproprié pour les femmes chrétiennes, ou qu'il était irrationnel d'éduquer les femmes car elles ne remplissent aucune charges civile ou ecclé siastique, charges pour lesquelles l'éducation constituait une préparation requise. Van Schurman discute ces trois assertions dans sa Dissertatio . Elle présente ses arguments comme des syllogismes, qu'elle fonde sur l'autorité de la Bible, sur la compréhension de la nature humaine par les églises chrétiennes, et sur la nécessité de la connaissance pour acquérir de la vertu et pour éviter de tomber dans l'hérésie. Van Schurman conclut qu'il est approprié que les femmes en général soient éduquées, tout comme cela est approprié pour les hommes. (shrink)

Edith Stein, Husserl's brilliant student and assistant, devoted ten years of her life to teaching in a girls' secondary school, during which time she gave a series of lectures on educational reform and the appropriate education to be provided to girls. She grounds her answer to these questions in a philosophical account of the nature of woman. She argues that men and women share some universally human characteristics, but that they have separate and distinct natures. Her awareness of the (...) rich variety of different personality types and specific differences among individuals allows her to hold an essentialist view of the nature of woman without either stereotyping individual women or assuming that woman's nature is in any way inferior to man's. (shrink)

Women’s education has been central to discourses that have sought to modernize developing and Muslim societies. Based on ethnographic data collected from women teachers from rural and low-income communities of Pakistan, the article shows how being a parhi likhi woman implies acquiring a privileged subject position making claims to middle-class and Islamic morality, and engaging in specific struggles within, rather than against, the institutions of family, community, and Islam. This focus on the lived experiences of educated Muslim women complicates (...) the prevalent narrative of modernity that presents women’s education and gender empowerment as an expression of individual women’s choice and free will against the oppressive frameworks of family, community, and Islam. (shrink)

This book offers inspiration and support to female faculty members in higher education who are at various stages of their professional development. Twenty-four educators share both their intuitive voices and practical knowledge on the topics of career development, balancing personal and professional life, cultural and individual identity, and spirituality.

Whatever may be said about contemporary feminists’ evaluation of Descartes’ role in the history of feminism, Mary Astell herself believed that Descartes’ philosophy held tremendous promise for women. His urging all people to eschew the tyranny of custom and authority in order to uncover the knowledge that could be found in each one of our unsexed souls potentially offered women a great deal of intellectual and personal freedom and power. Certainly Astell often read Descartes in this way, and Astell herself (...) has been interpreted as a feminist – indeed, as the first English feminist. But a close look at Astell’s and Descartes’ theories of reason, and the role of authority in knowledge formation as well as in their philosophies of education, show that there are subtle yet crucial divergences in their thought – divergences which force us to temper our evaluation of Astell as a feminist. -/- My first task is to evaluate Astell’s views on custom and authority in knowledge formation and education by comparing her ideas with those of Descartes. While it is true that Astell seems to share Descartes’ wariness of custom and authority, a careful reading of her work shows that the wariness extends only as far as the tyranny of custom over individual intellectual development. It does not extend to a wariness about social and institutional customs and authority (including, perhaps most crucially, the institution of marriage as we see in her Reflection on Marriage). The reason for this is that Astell’s driving goal is to help women to come to know God’s plan for women – both in their roles as human and in their roles as women. According to Astell, while it is true that, as individuals, women must develop their rational capacities to the fullest in order to honor God and his plan for women as human, as members of social institutions, including the institution of marriage, women must subordinate themselves to men, including their husbands, in this case so as to honor God and his plan for women as women. Once we understand the theological underpinnings of her equivocal reaction to authority and custom, we can see that Astell may be considered a feminist in a very tempered way. -/- My second task is to use these initial conclusions to re-read her proposal for single-sexed education that we find in A Serious Proposal to the Ladies. It is true that Astell encourages women to join single-sexed educational institutions for the unique and empowering friendships that women can develop in such institutions. Still, my argument continues, the development of such friendships is not entirely an end in itself. Rather, Astell encourages women to develop such friendships such that they can re-enter the broader world armed with the tools that will help them endure burdensome features of the lives that await them in the world, including their lives as subordinated wives –burdens that Astell does not, in principle, challenge. (shrink)

In this new and expanded edition of their controversial 1994 book, the authors update their analysis of what's gone wrong with Women's Studies programs. Their three new chapters provide a devastating and detailed examination of the routine practices found in feminst teaching and research.

"_Minding Women _embraces a generation of scholarship, culminating in major new work by leading scholars who are reconfiguring feminist research. This important collection will again change the way we think about race, history, education, and the lives of girls." —_Sally Schwager_, Director Women's History Institute, Harvard University Research on women and girls has exploded during the past twenty years. Since 1977, when the _Harvard Educational Review_ published Carol Gilligan's now-classic article "In a Different Voice," in which she argued (...) so persuasively that women and girls must be understood on their own terms, researchers have been discovering, uncovering, and recovering women's ways of knowing, being, thinking, teaching, and learning. _Minding Women_ charts the wealth of thought and writing related to women and girls and education that this process of discovery has produced. _Minding Women_ begins with a "Classics" section—articles that call attention to the lack of research on girls and women and describe the effect this has had on knowledge and society. The contributors then discuss feminist pedagogy, and how it has changed and been refined over time. Girls and young women are the focus of the next section. Too often their voices and viewpoints are excluded from these discussions, so some of their own writings are included here. The book then explores women's educational history, showcasing some of the rich work in this area over the past twenty years. Identity issues are addressed in the final section, acknowledging that substantial differences exist among groups of women and girls on how they experience the world and their roles, prospects, and lives. (shrink)

Trust is of great significance to the economic and social development of a country. In the case of China, the trust of rural women has undergone tremendous changes along with the development of rural areas. It is seen that the trust of rural women has changed from localized to generalized trust, and it is stated that the major factor leading to this transformation is education. To explore the phenomenon empirically, the current study uses the survey data of rural women (...) sourced from China Family Panel Studies over the year 2018. Through the ordered probit model, the study reveals that education plays a significant role in influencing rural women’s generalized trust and localized trust. Through mediation analysis, the study further reveals that reliance on Internet information, access to public resources, and income are the factors mediating the relationship between education and generalized trust. Besides, the outcomes further unveil that the impact of education on localized trust is stronger when the level of mobility is low. For robustness check, the current study additionally employs a regression discontinuity model. The overall findings elucidate that education is the major factor triggering the trust of rural women in China. The findings propose that policymakers in China should imply education-oriented strategies as individuals with higher levels of education are more inclined to trust others. (shrink)

Black women and girls face conflicting expectations to be both strong and respectable. Studies of their socialization into racialized gender ideals often focus on the influence of society, mothers, and media. In this article, I investigate how black women’s relationships with their fathers shape their responses to racialized gender ideologies. Based on 79 in-depth interviews with 40 college-educated black women between the ages of 18 and 22, the data show that the quality of daughter–father relationships influences how black women navigate (...) discourses of strength and respectability. This study extends research about the transmission of racialized gender ideals by identifying key differences between women with supportive fathers and those with distant, uninvolved fathers. The article concludes with an appeal for further examination of daughter–father relationships and their influence on black women’s meaning making and negotiation of femininity ideals. (shrink)

This study examined two key dimensions of women’s status in Southern Nations, Nationalities and Peoples Region of Ethiopia based on regional data collected from five randomly selected zones and one city administration; namely, Sidama, Hadya, Gamo Gofa, South Omo, Bench Maji and Hawassa City Administration. The analysis revealed that while joint decision is fairly high, women’s independent decision making on key household domains is generally low. Significant proportions of women in the region are exposed to violence by their partners ranging (...) from insult to heavy physical injury. The fact that nearly half of the women experienced insult and close to a quarter of them faced beating is indicative of the low status of women in society. The regression analysis indicated that seven variables determine the occurrence of violent acts against women in the study area, namely household size, education, access to radio, value of children index, wealth index and level of women autonomy. On the other hand, decision making autonomy is affected by wealth status, household size, access to radio and sex preference index. Finally, the study highlighted the importance of addressing the limited technical and operational capacities to implement gender policy and legal frameworks effectively and efficiently. (shrink)

In the United States, clinical interventions such as epidurals, intravenous infusions, oxytocin, and intrauterine pressure catheters are used almost routinely in births in the hospital setting, despite evidence that the overutilization of such interventions likely plays a key role in increasing the need for cesarean section (CS). In 2010, according to the U.S. Centers for Disease Control and Prevention, approximately 32.8 percent of births in the U.S. were by CS. The U.S. National Institutes of Health has reported that CS increases (...) avoidable maternal and neonatal morbidity and mortality. To increase understanding of what might motivate the overuse of CS in the U.S., we investigated the factors that influenced women’s decision making around childbirth, because women’s conscious and unconscious choices about giving birth could influence whether they would choose or allow delivery by CS.In this article, we report findings about women’s decisions related to place of birth—at home or in a hospital. We found that choosing a place of birth was significant in how women in our study attempted to mitigate their perceptions of the risks of childbirth for themselves and their infant. Concern for the safety of the infant was a central, driving factor in the decisions women made about giving birth, and this concern heightened their perceptions of the risks of childbirth. Heightened perceptions of risk about the safety of the fetus during childbirth were found to affect women’s ability to accurately assess the risk of using clinical interventions such as the time of admission, epidural anesthesia, oxytocin, or cesarean birth, which has important implications for clinical practice, prenatal education, perinatal research, medical decision making, and informed consent. (shrink)

For a full list of entries and contributors, sample entries, and more, visit the Routledge International Encyclopedia of Women website. Featuring comprehensive global coverage of women's issues and concerns, from violence and sexuality to feminist theory, the Routledge International Encyclopedia of Women brings the field into the new millennium. In over 900 signed A-Z entries from US and Europe, Asia, the Americas, Oceania, and the Middle East, the women who pioneered the field from its inception collaborate with the new (...) scholars who are shaping the future of women's studies to create the new standard work for anyone who needs information on women-related subjects. (shrink)

Women entrepreneurs innovate, initiate, engage, and run business enterprises to contribute the domestic development. Women entrepreneurs think and start taking risks of operating enterprises and combine various factors involved in production to deal with the uncertain business environment. Entrepreneurship and technological innovation play a crucial role in developing the economy by creating job opportunities, improving skills, and executing new ideas. It has a significant impact on the income of the household. The study focused on investigating the role of women’s entrepreneurship (...) and innovation technologies in contributing to household income in the challenging situation of the pandemic COVID-19. The paper emphasized identifying the determinants of female entrepreneurial contribution toward household income. This study collected data from selected rural and urban areas of district Faisalabad through a self-administered questionnaire. Investigators interviewed female entrepreneurs and chose them through the snowball sampling technique from a population of purposively selected female-run businesses. Interviews were conducted with women entrepreneurs to gather relevant information for the survey investigation at their workplaces and home. The effects of various factors, including age, education, family size, income from other sources, time allocated to entrepreneurial activity, firm size, and location (rural/urban) were estimated empirically using an ordered logit model. The study findings exhibited a positive and significant role of respondents’ education, family size, time allocated to entrepreneurial activities, and firm size. The survey outcomes also indicated that the contribution of entrepreneurial income to household income in the rural areas is significantly higher than that in urban areas. This study signifies that regulations against gender discrimination in public and private institutions are helpful. Besides, encouraging an environment for entrepreneurial culture among women in the country would increase family income. The study’s findings and policy implications directly link to Sustainable Development Goal (SDGs) 5 of Gender Equality (GE) and SDG 8 related to decent work and economic growth. (shrink)

Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the (...) reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought. (shrink)

This study analyzes 400 minutes of natural conversations between Korean married women and investigates their interactions with focus on their use of address terms to index closeness. In particular, it examines the emergence of the female solidarity term caki ‘you’, and demonstrates solidarity’s entailment of power. Traditionally, Korean women with children have been addressed by reference to their children’s names even by her friends. Caki, which allows friends to directly address each other, has become a popular alternative, indicating solidarity. In (...) addition, contrary to their traditional dismissal as gossip, Korean mothers’ conversations and networks have become a socially recognized form of power, called the ‘Married Women’s Network’, for sharing valuable information, particularly on children’s education. Therefore, women’s use of the solidarity term caki may also be motivated by a power factor to stay integrated in the mothers’ network, demonstrating Tannen’s ‘paradox of power and solidarity’. (shrink)

This article examines the term “Radical Enlightenment” as a historiographical category through the lens of the philosophical work of Dorothea Christiane Erxleben (1715–1762), a keen advocate for women’s education and the first female medical doctor in Germany. The aim of the article is to develop a methodological framework that makes it possible to critically assess the radicalism of Erxleben’s philosophical position as it is presented in her highly systematic work Rigorous Investigation (1742). In the first part of the article, (...) the term “Radical Enlightenment” is briefly discussed in the German context. The second part is dedicated to articulating two methodological problems concerning the use of the term “radical” with regards to early feminist writings of the seventeenth and eighteenth centuries. The aim of this section is to develop a new approach to the classification of radical thinkers of this period. In the remaining three parts, this methodological approach is applied to the analysis of Erxleben’s views on equality and education, focusing on her call for women’s active participation in society. Finally, it is concluded that there is sufficient evidence to categorize vital parts of Erxleben’s philosophy as radical. (shrink)

Despite some significant advances in the creation and protection of rights affecting women's health, these do not always translate into actual health benefits for women. This collection asks: 'What is an effective law and what influences law's effectiveness or ineffectiveness? What dynamics, elements, and conditions come together to limit law's capacity to achieve instrumental goals for women's health and the advancement of women's health rights?' The book presents an integrated, co-referential and sustained critical discussion of the normative (...) and constitutive reasons for law's limited effectiveness in the field of women's health. It offers comprehensive and cohesive explanatory accounts of law's limits and for the first time in the field, introduces a distinction between formal and substantive effectiveness of laws. Its approach is trans-systemic, multi-jurisdictional and comparative, with a focus on six countries in North America, Europe, Asia, and Africa and international human rights case law based on matters arising from Hungary, Portugal, Spain, Slovakia, Czech Republic, Peru and Bolivia. The book will be a valuable resource for educators, students, lawyers, rights advocates, and policy-makers working in women's health, socio-legal studies, human rights, feminist legal studies, and legal philosophy more broadly. (shrink)

Since the beginning of the twentieth century in the Spanish Basque Country, Basque nationalism has served as a unifying movement that encouraged women to participate in women’s associations. Women’s associations offered a metaspace in which public and private spheres overlap, where, women began to reconstruct meanings of nationalism and gender relations in distinct ways. As a result, the particular foci of these associations reflected each individual association’s specific understanding of gender relations and their relations to different interpretations of Basque nationalism. (...) This historical tradition has continued into the twenty-first century as women’s associations that are structured by distinct systems of gender relations provide a number of social services and educational services to promote gender equality. Through the examination of the metaspace of the women’s association Lanbroa, this article explores the ways in which the women’s movement and feminism have influenced the functioning of this association and the ways in which association members contest traditional Basque gender relations. (shrink)

Significant improvements in human rights and democracy have been made since the adoption of the Universal Declaration of Human Rights by the United Nations in 1948. Yet, human rights, especially women's rights, are still being violated in many parts of the developing world. The adverse effects of such violations on women's and children's health are well known, but they are rarely measured. This study uses cross-national data from over 145 countries to estimate the impact of democracy and respect (...) for human rights on various measures of women's health while controlling for confounding socio-economic factors such as income, education, fertility and healthcare. It finds that democracy and regards for human rights contribute positively to women's health outcomes, as do socio-economic variables. (shrink)

This research study explores women's representation in Indonesia's political development, highlighting the challenges and progress made. Despite an increase in the number of women in the DPR by the 2024 election to 22.1%, major challenges remain in achieving equitable representation. Qualitative research methods were used, involving interviews with female politicians, academics, and activists, as well as a documentation study of relevant policies. The findings show that the 30% quota policy for women in general elections faces various obstacles, including resistance (...) from political parties and inconsistent KPU policies. Gender discrimination and patriarchal culture hinder women's representation in the legislature and executive. In addition, the rounding down policy in KPU Regulation Number 10 of 2023 is considered to hinder the fulfillment of the women's quota. Recommendations include political policy reform, improved political education, and support for women in political careers. Increasing women's representation in leadership positions in the legislature is considered key to achieving sustainable development goals. This research provides insight into the important role of women's representation in strengthening democracy and inclusive political development in Indonesia. (shrink)

This article builds on fieldwork conducted in 2019 and 2020 and examines the implications of Covid-19 lockdown for the engagement of Danish Muslim women in Islamic educational activities. Drawing on Deleuze and Guattari and Larkin, it displays how technological infrastructure influences religious practice and the constitution of religious space. For the women engaged in Islamic education, the forced use of digital-media technologies unmoored conditions for being at activities, reorganized time and space, and changed conditions for relating to communities. As (...) home became the territory from where the women conducted all religious practices, including educational activities, classes and seminars were accessed on more individualized terms and became more easily integrated with other everyday activities. This made room for expanding engagement and accessing more diverse educational opportunities. At the same time, it withdrew the women from spaces of bodily and sensory togetherness, where feelings of community and connection would usually be nurtured. (shrink)

Erin Murphy-Graham draws on more than a decade of qualitative research to examine the experiences of Juanita and eighteen other women who participated in the SAT program.

This article seeks to broaden understanding of issues and controversies addressed in social science research on women’s and gender studies by researchers and activists based in English-speaking sub-Saharan Africa. The topics covered were selected from those ratified by African women in the Africa Platform for Action in 1995 as well as from current debates on the politics of identity. The common feminist issues the authors identified were health; gender-based violence; sexuality, education, globalization and work; and politics, the state, and (...) nongovernmental organizations. In addition, the authors address theoretical and methodological trends. All four coauthors are feminist sociologists: One scholar is based in an African academic institution, two are Africans based in U.S. academic institutions, and one is an African American based in a U.S. academic institution. (shrink)

Student-centered pedagogy has been embraced by many feminist practitioners and educational theorists as an antidote to more “traditional” or “masculinist” forms of classroom relations, epistemological constructs, and theories of self. I will show that the margin-center schema, student-centered pedagogy’s foundational metaphor, undermines feminist projects when applied to teacher-student relations. Although the margin-center schema has been a useful diagnostic tool in feminist theory, it operates prescriptively in student-centered pedagogy. Student-centered pedagogy designates teachers’ “proper place” at the margins of classroom life, a (...) place that echoes bygone visions of domestic femininity. This paper is simultaneously a critique of student-centered pedagogy and a recuperative project to dislodge the work of John Dewey from the teacher-centered/student-centered binary. (shrink)

Evidence shows that during birth women frequently experience unconsented care, coercion, and a loss of autonomy. For many countries, this contradicts both the law and medical ethics guidelines, which emphasize that competent and fully informed women’s autonomy must always be respected. To better understand this discordance, we empirically describe perinatal maternity care providers’ and women’s moral deliberation surrounding coercive measures during birth. Data were obtained from 1-on-1 interviews with providers (N = 15) and women (N = 14), and a survey (...) of women (N = 118). Analyses focused on an in-depth exploration of responses to a question on the permissibility of coercion in birth whose wording was borrowed from a Swiss medical-ethical guideline. Reasons for and against a principle permissibility of coercive measures in birth were grouped into clusters of reasons to build a coherent explanatory framework. Factors considered morally relevant when deliberating on coercion included women’s decisional capacity, beneficence/non-maleficence, authority through knowledge on the part of providers, flaws of the medical system, or the imperative to protect the most vulnerable. Also, we identified various misconceptions, such as the conviction that a pathological birth can justify coercion or that fetal rights can justifiably infringe on women’s autonomy. Information and education on the issue of coercion in birth are urgently needed to enable women to fully exercise their reproductive autonomy, to prevent long-term adverse health outcomes of women and children, and to reconcile the medical vigilance which has lead to a reduction of perinatal morbidity and mortality with women’s enfranchisement in their own care. (shrink)

The article traces the history of Women's Studies from its beginnings as the ‘intellectual arm of the women's movement’. It argues that the complex story of Women's Studies has been marked by both ambiguity and uncertainty as well as sustained political commitment in the face of both institutional opposition and feminist ambivalence about Women's Studies as a field of scholarship. The development of Women's Studies occurs through crucial shifts in the theoretical paradigms of feminism and (...) the political preoccupations of the women's movement. These shifts have both deconstructed the founding premises of feminist theory and generated a greater depth to feminist thinking and research. These challenges to Women's Studies have paralleled a different set of problems arising from the increasingly market-oriented direction pursued throughout the tertiary education sector. In spite of these difficulties Women's Studies continues to survive and constitutes an important and contested site of contemporary feminist thought. (shrink)