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• W2317384732 abstract "with teaching women's sexuality that the dean refused to hire her to teach anything else. She was recommended to staff Women's Studies 350 (Women and Mental Illness), a course she had developed and had taught regularly. The dean said she was competent to teach it. Brooks was also characterized as incompetent to teach Women's Studies 101, a course she had successfully taught for more than ten years. 5. Interestingly, one of the recommendations contained in the recent external review of the program was that we make Women's Studies 101 an upper-rather than a lower-division course. This is very much in keeping with the long-held administrative view that the content of Women's Studies 101 is too upsetting for lower-division students and that it should be taught as a specialized upper-division course, staffed by someone with strong credentials in the psychology of sex, or physiology. One of the joint tenure-track positions we were authorized to search for in 1985 was, accordingly, a joint position with the department of anatomy and physiology. We are, for our own reasons, now in the process of reevaluating the lower-division sequence of which Women's Studies 101 is a part, but we intend to keep all of the important features of 101 in any revised lower-division course we develop. The content of 101 remains critically important to our students (who have always been much less upset by it than administrators), and it will stay in a lower-division introduction where we feel it belongs. 6. Our well-publicized internal disagreements over pornography ordinances are one aspect of that debate. Another is the raging argument over sexual meanings and practices that finally surfaced at the Barnard Conference in 1982. 7. One of the ironies of our present situation is that our critics charged that we have not changed-that we have been living in a warp. From an intellectual/institutional standpoint, we began looking rather traditional a long time ago. In the decade 1972-82, research became, as it did for other programs, a primary concern; like virtually everyone else, we took advantage of a job market that brought us teachers with excellent academic credentials, even when we had only a single course to offer them. And, from our students' point of view, women's studies classes, even at the lower-division level, became increasingly challenging and time consuming. That we simultaneously made an effort to preserve our commitment to the community, and to the kind of radical analysis represented by sexual politics, is not an insignificant part of our history." @default.
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• W2317384732 date "1986-01-01" @default.
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• W2317384732 title "Reflections on Linking the Academy and the Community" @default.
• W2317384732 doi "https://doi.org/10.2307/3346371" @default.
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