Who-Stole-Feminism.-How-Women-Have-Betrayed-Women

280 NOTES2. Copies of the Women's Studies Constitution are available through the National Women'sStudies Association, University of Maryland, College Park.3. Carolyn Heilbrun, "Feminist Criticism in Departments of Literature," Academe, September-October1983, p. 14.Elaine Marks, Nannerl Keohane, and Elizabeth Minnich have also given enthusiasticsupport to the comparison between the discoveries made in women's studiesand those of Copernicus and Darwin. See Elaine Marks, "Deconstructing in Women'sStudies to Reconstructing the Humanities," Marilyn R. Schuster and Susan R. VanDyne, eds., in Women's Place in the Academy: Transforming the Liberal Arts Curriculum(Totowa, N.J.: Rowman and Allanheld, 1985), p. 174. Nannerl Keohane made thecomparison in her address "Challenges for the Future" at the June 15, 1992, conferenceat Radcliffe College entitled "In the Eye of the Storm: Feminist Research andAction in the Nineties." Elizabeth Minnich makes it as well: "What we [feminists] aredoing is comparable to Copernicus shattering our geo-centricity, Darwin shatteringour species-centricity. We are shattering andro-centricity, and the change is as fundamental,as dangerous, as exciting." Keynote address, "The Feminist Academy,"reprinted in Proceedings of Great Lakes Women's Studies Association, November 1979,p. 7.4. Gerda Lerner, quoted in Chronicle of Higher Education, September 28, 1988, p. 7.5. Jessie Bernard in the foreword to Angela Simeone, Academic Women (South Hadley,Mass.: Bergin and Garvey, 1987), pp. xii and xiii.6. Ms. magazine, October 1985, p. 50.7. Ann Ferguson, "Feminist Teaching: A Practice Developed in Undergraduate Courses,"Radical Teacher, April 1982, p. 28.8. "Access to Resources" (Towson, Md.: Towson State University, National Clearinghousefor Curriculum Transformation Resources, April 1993), p. 7.9. Caryn McTighe Musil, The Courage to Question: Women's Studies and Student Learning(Washington, D.C.: Association of American Colleges, 1992), p. 3.10. Louise Bernikow, introduction to The World Split Open: Four Centuries of Women Poetsin England and America, 1552-1950 (New York: Random House, 1974), p. 3.11. Géraldine Ruthchild, "The Best Feminist Criticism Is a New Criticism," in FeministPedagogy and the Learning Climate: Proceedings of the Ninth Annual Great Lakes CollegesAssociation Women's Studies Conference (Ann Arbor, Mich.: Great Lakes Colleges Association,1983), p. 34.12. Gerda Lerner, The Creation of Patriarchy (New York: Oxford University Press, 1986),p. 224.13. Ibid., p. 225.14. "Evaluating Courses for Inclusion of New Scholarship on Women" (WashingtonD.C.: Association of American Colleges, May 1988), p. 1.15. The AAUW Report: How Schools Shortchange Girls (Washington, D.C.: American Associationof University Women Educational Foundation, 1992), p. 63.16. Leonard C. Wood et al., America: Its People and Values (Dallas: Harcourt Brace Jovanovich,1985), pp. 145, 170, 509, 701. See also Daniel Boorstin and Brooks MatherKelley, A History of the United States (Lexington, Mass.: Ginn, 1986).17. Elizabeth Kamarck Minnich, Transforming Knowledge (Philadelphia: Temple UniversityPress, 1990), p. 133.18. Boorstin and Kelley, A History of the United States. Example cited in Robert Lerner,Althea K. Nagai, and Stanley Rothman, "Filler Feminism in High School History,"