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

82 WHO STOLE FEMINISM?"new promotion and tenure" proposals that reward and protect transformationistwork at the University of Arizona. Kolodny also reported onthe transformation retreats where "outside facilitators" are brought in tohelp selected faculty and administrators "rethink how they teach." Shehailed the New Jersey Project as the inspiration for Arizona. "Thank you,Paula!" she cried.A discordant note was introduced by Beverly Guy-Sheftall, director ofthe Women's Research Center at Spelman College, who attacked Kolodny'scharts. "What about those of us who are women and members of aminority? Which chart includes us?" Ms. Guy-Sheftall conceded thatidentifying a common black perspective presented difficulties. Some Afrocentrists,for example, hold views that conflict with those of the blacklesbian movement. Whose point of view is to count as representative? Ms.Guy-Sheftall spoke of the issue of fragmented representation as a "problematized"area. Calling a subject "problematized" often serves to paperover the embarrassing and touchy questions it raises; this is especiallytrue of questions about the politics of group identity.Like several other speakers who touched on the future of curriculartransformation, Guy-Sheftall confessed she is "still not sure we have aclue about what this really means as we approach the twenty-first century."But her doubts did not dampen her enthusiasm for the transformationmovement or her determination to help it get more funding.Indeed, Guy-Sheftall, a consultant to the Ford Foundation, has beenadvising the foundation that support for women's studies and transformationwork should intensify during this paradoxical period. 16Professor Rothenberg introduced the New Jersey chancellor of highereducation, Edward Goldberg, as "the Fairy Godmother of the New JerseyProject." Middle-aged and balding, sporting a suit and tie and a paunch,Goldberg looked as though he would be more at home at a conference ofShriners or Legionnaires. He spoke pridefully of the millions of dollarsthat New Jersey had put into the Curriculum Transformation Project andexpressed hope that other states would soon follow suit. For him, curriculumtransformation is a matter of basic decency. Curriculum transformation,he announced, is "a vindication of the simple and honest conceptthat scholarship should reflect contributions of all." When I heard Mr.Goldberg say this, it confirmed my belief that many well-meaning governmentofficials do not understand the implications of the feminist demandfor a more woman-centered curriculum. Goldberg is not a "gynocrat"; heis probably an old-fashioned equity feminist who wants a fair deal forwomen in education. Apparently he did not see that beneath the chargesof sexism and gender unfairness is an illiberal, irrational, and anti-intel-