ABSTRACT
Transforming the curriculum means moving through these stages of change and resistance, challenging deep and often invisible structures in our fields and our institutions. This chapter proposes working definitions of Women’s Studies and curriculum transformation and considers the relation between Women's Studies, coeducation and the curriculum in general. It outlines the stages of curricular change that Susan Van Dyne and identifies to track the process of change, the motivation of faculty members to participate in the process and the connections between curricular content and pedagogical practice. The journalist trivializes Women's Studies content by alleging that women together only talk girl talk they endlessly swap stories of menstruation, orgasm. The accusation that Women's Studies is too political is linked to the charge that Women's Studies is not an intellectual discipline with objective criteria for argument and proof, rational discourse, or internal debate, that it is instead an ideological program, a political agenda being imposed on vulnerable young minds.
