Use this URL to cite or link to this record in EThOS:
Title: The history of women's studies as an academic subject area in higher education in the UK, 1970-1995
Author: Coate, Kelly
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2000
Availability of Full Text:
Access from EThOS:
Access from Institution:
Women's studies has become a recognisable subject area in higher education in the UK since the first named postgraduate degree programme was offered at the University of Kent at Canterbury in 1980. This multi-disciplinaiy subject area gained impetus from the politics of the second wave women's movement, growing in popularity through adult education courses for women, and gradually entering higher education as undergraduate options mainly within sociology degree programmes. This thesis locates the growth of feminist and women's studies courses within the political and higher education context of the 1970s and 1980s. The research is based on a qualitative, case study approach of four higher education institutions. The data consist of fifty interviews with staff and students who were in various ways involved in the early years of feminist scholarship at the chosen institutions during the time period studied, as well as historical documentation about the universities and from the women's movement. The women's studies literature has constructed an account of the development of women's studies which has emphasised connections with the women's movement, and in so doing has glossed over the significance of the changing higher education context. In particular, the disciplinaiy differences between women academics and the differences in institutional cultures will be shown to have made an impact on the types of feminist and women's studies courses which were developed. In order to explore the divergent nature of the integration of feminist knowledge into the mainstream curriculum, the variety of feminist and women's studies courses which were developed in the case studies will be examined historically through the construction of their curricula, the pedagogical strategies employed, and issues of assessment on these courses.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available