ABSTRACT
This chapter addresses some of the shortcomings of dominant knowledge, identify the limitations of its constructions, and question its assumed "universal" nature. It argues for the pressing nature of this quest given the embeddedness of gender in all aspects of social life. The chapter reviews recent challenges to traditional knowledge and the alternatives they offer. It describes pedagogies that are consistent with the goals of implementing an integrated curriculum. The chapter aims to evaluate the strategic position of social work education to engage in gender-integrated curricular changes. The assumption of feminist critique is that traditional knowledge, especially in the social sciences, is androcentrist by nature. Feminism in the late 1980s and early 1990s has come out of the previous periods. Recent feminism recognizes the contributions of each previous period and looks beyond sameness and difference. The chapter also presents an overview of the key concepts discussed in this book.
