Abstract: The four collections reviewed here emerge from a feminist curriculum reform movement that is now almost thirty years old. During the late 1960s, from within a widening critique of white male-centered educational institutions, Naomi Weisstein was among the first to articulate a fundamental problem of the academic disciplines. Speaking at an American Studies Association meeting on October 26, 1968, she asserted, My central argument, then, is this. Psychology has nothing to say about what women are really like, what they need and what they want, essentially because psychology doesn't know (Weisstein, 1970, p. 205). Weisstein's lecture, published in 1969 as 'Kinder, Kuiche, Kirche' as Scientific Law: Psychology Contructs the Female, marked a growing realization among feminist teachers and scholars that the traditional disciplines could only offer students inherently flawed constructions of reality in which the experiences, contributions, and works of women and minorities were ignored or distorted. With this realization, feminist educators began to take an activist stance toward curricular and pedagogical reform. During the 1970s and early 1980s they struggled to integrate the study of women and minorities into existing courses, initiated women's studies programs, and mainstreamed women's studies courses within the
Publication Year: 1998
Publication Date: 1998-04-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 2
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