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ERIC Number: ED315369
Record Type: Non-Journal
Publication Date: 1989-Jun
Pages: 8
Abstractor: N/A
Reference Count: N/A
Curricular Transformation and Academic Freedom: How Far Can We Go?
Radner, Susan G.
What is the intersection between women's studies and academic freedom? How does the work that is done by women's studies educators, the development of both new courses and programs, and the transformation of the traditional curriculum to make it more inclusive of the concerns of women and other minorities, impact on academic freedom--the basis of any scholarly enterprise? Can the goals set by these educators be accomplished without violating academic freedom? These were the questions being asked at William Paterson College (New Jersey) as the Women's Studies Program expanded and moved more directly into the center of the curriculum. A definition of academic freedom is written into the contract of teachers at all nine New Jersey state colleges, which protects faculty in the classroom in three ways: (1) to choose what to teach; (2) to choose how to teach it; and (3) to choose how to test it. Realizing the restrictions this places on the department, the only way to maintain the integrity of the program is through voluntary compliance. Faculty members should try to create an atmosphere where feminist issues are seen as an important part of the curriculum and people who are not concerned about this new material are perceived as academically out-of-date. (JB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A