Feminist Scholarship and the Internationalization of Women's Studies

Abstract

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Feminist Studies, Inc. is collaborating with JSTOR to digitize, preserve and extend access to Feminist Studies. WOMEN S STUDIES DEPARTMENTS, like a number of other interdisci plinary programs, are in the process of internationalizing or at least talk ing about internationalization. Although the internationalization of women's studies is a very important step in engaging feminist practices at the local, national, and transnational levels, the conceptual as well as institutional issues of what such an undertaking might mean remain unexplored. Most of the time, internationalization is seen as self-evident rather than a serious undertaking requiring a well-thought-out theoreti cal framework, a great amount of institutional commitment in terms of faculty and resources, and a serious revisiting of the curricula of many women's studies departments and programs that are largely Eurocentric if not U.S.-centric. For a number of women's studies programs, internationalization is yet another "add-and-stir" moment, an evolution, which has followed the prior adding of "women of color" to mainstream women's studies curricula. This framework has maintained the nationalist focus of women's studies without challenging or changing it. The mainstream assumption about internationalization is that it is the spread of knowledge that is produced in the West and consumed in various parts of the world.

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

“…A decolonial approach to ethics shares many of the critiques of study abroad and service-learning offered by the critical approach, as well as its ambivalence about the possibilities for fostering reciprocity or solidarity. But while a decolonial approach emphasizes the importance of justice-oriented frameworks for service and study abroad, it is be wary of imposing or importing Western-derived notions of justice into the intercultural context (Moallem, 2006). That is, there is wariness about the naturalization of a universal ethical system in which the critical Western student or scholar imposes their vision or theory of social transformation onto the host country or community (Gaztambide-Fernández, 2012).…”

Strata and Strategies of Teaching about the Global “Other” Using Critical Feminist Pedagogical Praxis

“…I noticed that 34 out of 40 syllabi that focus on gender issues make no mention of men's lives, different forms of masculinities, or the relational aspects of gender where categories of "male" and female" are cocreated by heteronormative, capitalist, and colonial cultures worldwide that embrace a strong gender dualism. The upsurge of interest of global gender issues or "third world women" can be located within a broader tendency-internationalization of US academe and its embracing of globalization as an exceptional educational as well as revenue-generation opportunity (Chowdhury, 2009;Moallem, 2006).…”

Transnational Feminist Crossings: On Neoliberalism and Radical Critique

“…Článek Minoo Moallem (2006) je příkladem feministické kritiky, kterou shledávám pozoruhodně tvořivou. Reprezentuje postmodernistickou pozici, která přivádí teoretičky feminismu, kritických rasových studií a intersekcionalismu pod jednu stře-chu s protirasistickými, transnacionálními feministickými teoretičkami.…”