Trying Transformations: Curriculum Integration and the Problem of Resistance

Abstract

The persistence of the androcentric academy has led to the initiation of dozens of feminist curriculum integration projects throughout the country during the last several years. Among the earliest and most extensive of these was a four-year cross-disciplinary project that we conducted in the women's studies program at the University of Arizona, sponsored by the National Endowment for the Humanities (NEH).' This enterprise had