ABSTRACT
Such recognition that what had been presented as human knowledge was in fact knowledge produced by, about, and for (white) men, marked the beginning of the WS movement. Now in its second decade, it has been called the educational success story of the 1970s and 'a phenomenon that is impossible to cover completely ... because it is everywhere' (Boxer, 1982: 662). Indeed, as some of its pioneers state (Howe and Ahlum, 1973; Tobias, 1978) the international expansion of WS courses, feminist research centres and scholarship, WS-journals, books, organizations and conferences has dramatically outgrown in scope, variety and sheer numbers their early expectations: there are now thousands of courses worldwide and the growth continues.
