By Peiying Chen
Acting Otherwise matters the techniques of motion which were utilized by feminist students to realize the institutionalization of women's/gender experiences in universities.
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Extra resources for Acting Otherwise: The Institutionalization of Women's Gender Studies in Taiwan's Universities (RoutledgeFalmer Studies in Higher Education)
They warn that the activist efforts will limit the future of women’s studies. Thus, they propose what they consider to be a more realistic project instead—the separation of activism and the academy in order to fabricate intellectual rigor and legitimize feminist professorship (Allen & Kitch, 1998; Wiegman, 2002). Instead of seeing feminists working inside the academy as women’s studies practitioners accountable to a women’s movement outside, it is high time to acknowledge the complex sexual politics of knowledge and institutions undertaken daily and career-long by women’s studies professionals.
Advocacy is also often reactive and implemented through lobbying, litigation, media alerts, and so forth, to influence policies and public opinion. Such advocacy attacks the intermediate level of institutional or bureaucratic norms. This kind of structural confrontation usually is used as a means to achieve collective demands of reform in policy. In summary, what characterizes pathfinders is their reflexive consciousness and purposeful action. They reinvent their identities through consciousness-raising, create alternative values of social justice and equality, infuse those identities and values with powerful feelings, strategize their action, and enact their political impulses through joint action.
These scholars firmly believe that scholarship and professional identity should belong mainly in the firmly established disciplines. Women’s studies, therefore, would be better served, according to this view, if it were to develop within and gradually become integrated into the conventional disciplines. The second factor derives from feminist scholars’ differing agendas concerning how to sustain women’s studies in the future. Although the common project of these two sides— autonomy and integration—is to transform the gendered nature of knowledge production, one fears “ghettoization” while the other expresses concern over the “dilution” of the field (Bowles & Klein, 1983; Aaron & Walby, 1991).