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Women's Studies — to Interpret Or Change the World

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Women's Studies — to Interpret Or Change the World Women's Studies - to interpret or change the world - the Marxist question Author Copley-Bishop, Julie Irene Published 2010 Thesis Type Thesis (PhD Doctorate) School School of Humanities DOI https://doi.org/10.25904/1912/1069 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/365200 Griffith Research Online https://research-repository.griffith.edu.au Women’s Studies — to interpret or change the world - the Marxist question Julie Irene Copley-Bishop B.A Modern Asian Studies: M.A Women’s Studies Griffith Faculty of Humanities and Social Sciences Griffith University Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy AUGUST, 2009 Dedication I dedicate this work to my granddaughters Lauren Lesleigh and Maddison Marie Isabel for the inspiration and joy they bring to my life. II ABSTRACT Karl Marx writes in his Theses on Feuerbach (1845) ‘the philosophers have only interpreted the world, in various ways; the point, however, is to change it’. This is key to the work called Women’s Studies — to interpret or change the world - the Marxist question. The thesis queries this concept of transformation through hypothesising that ‘If the academic programme of Women’s Studies is based on feminist theoretical principles, then it will empower their students to praxis’. In contrast to other streams of thought within the feminist perspectives, Marx and Engels locate women’s oppression in capitalism within the drive for profit. It is argued here that this analysis is still relevant for contemporary Australian women as the Marxist philosophical and theoretical perspective critiques capitalism as a source of exploitation, subordination, and oppression of women as mother and worker: reproducer and producer. The dissertation’s hypotheses emerge from the literature review in Chapter One, which forms the contextual framework for this inquiry. The review provides an insight into Australian women’s political history beginning with the Suffragist Era at the end of the nineteenth century, and facilitates an understanding of how political changes occur for women and/or are resisted by the state. Enfranchisement for the Suffragists proves not to alter a culture of antipathy towards women into one of acceptance and inclusion: this type of historical reading of social movements attempts to make intelligible the past one hundred years of women’s political orientation within the capitalist state’s need for worker-friendly reform. From the feminist perspective the state is informed by liberalism, and is still identified as the arena to contest women’s social and economic positioning. This approach does not politically seek disengagement from the state, instead aiming to ‘appease’ and ‘assuage’ it without calling for basic structural reform. This study locates Women’s Studies, and its genesis in the 1970s Australian Women’s Liberation Movement. The programme is seen to have a feminist theoretical and philosophical foundation that encourages debate in the classroom; develops critical perspectives; fosters appreciation for diversity; and induces a sense of social III responsibility and political participation by the student — praxis. This dissertation raises questions as to whether or not this occurs, and whether Women’s Studies is an agent for social change and the role of feminist theory in this process. For this reflexive study of women and their place in the contemporary world, the thesis draws from a sample of tertiary students: predominantly women, enrolled in academic Women’s Studies programmes at twelve Australian universities between 1999, and 2004. The attitudinal survey approach discussed in Chapter Two is used as the data-gathering strategy as it allows original data to be drawn from within the Australian academic context to test the dissertation’s hypotheses. The sample population of students are asked to respond to three questionnaires conducted at different times, and were designed to assess, and document, the impact of the Women’s Studies experience on its relevance to their ‘feminist’ development; primarily in a ‘post-feminist’ politically conservative environment. The first, a baseline questionnaire collects demographic and motivational information, as well as quantitative and qualitative data on the students’ attitudes to the feminist theoretical perspective, self-identification as a feminist, and their level of political participation in the five years prior to attending Women’s Studies. The second, a change questionnaire offered at the conclusion of the programme provides the students with an opportunity to reflect on the time that they have spent in the Women’s Studies classroom, and to assess any attitudinal developments to the feminist theoretical perspective in relation to participating in praxis. The third, a longitudinal questionnaire takes place eighteen months after the completion of the class. The longitudinal study asked for their post-Women’s Studies level of political participation, and their thoughts on the experience of the programme and its process. The evidence suggests that the students’ level of feminist activity or praxis did not change significantly; this finding challenges whether Women’s Studies is a transitional site between feminist theory and its practice. IV Certificate of Originality This work has not previously been submitted for a degree or diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself. Signed Name: Julie Irene Copley-Bishop Date: V ACKNOWLEDGEMENTS I have had the good karma to meet and to work with many helpful and generous faculty, administrative staff, and students during my years at Griffith University. In addition to providing assistance in my research endeavours I am grateful to have had the opportunity to know them. I wish to thank and acknowledge the valuable support of the School of Humanities and Professor Kay Ferres. I also particularly want to acknowledge women like Professor Ferres and the others she worked with (Professor Bulbeck, Allen, Reekie, Rickson, Ryan, Swanson and many others) using blood, sweat and tears to set up Women Studies Schools at Griffith University and throughout Australia. I wish to express my deepest appreciation to my Principal Supervisor Dr Georgina Murray and my Associate Supervisor Dr Sarah Rickson for their unfailing support, patience, guidance, editorial assistance, and their trust and faith in me. I am deeply indebted to Dr Rickson for never allowing me slip below the radar, and without whose support (coffee and numerous telephone calls) this dissertation would not have been completed. I offer my thanks to all of the Women’s Studies lecturers and course convenors Australia wide who gave their time to make the data-collection stage of this dissertation possible. I especially thank all of the students who entrusted me with their thoughts. Thanks are also due to Dr William Metcalf for his perspective in the final stages of this work. I am indebted to Lauren Fletcher whose editorial assistance has enriched my work. I wish to acknowledge and thank Susan Willmott for her friendship and for cheering me on since my undergraduate days, to the submission stage and beyond. Lastly but by no means least, I would like to express my love and gratitude to my family. To my eldest daughter Nerida, her husband Barry, my youngest daughter VI Samantha and my son David for their years of support that facilitated the completion of this work I am profoundly appreciative. VII TABLE OF CONTENTS DEDICATION II ABSTRACT III CERTIFICATE OF ORIGINALITY V ACKNOWLEDGEMENTS VI TABLE OF CONTENTS VIII LIST OF ABBREVIATIONS XI LIST OF FIGURES XI LIST OF TABLES XI INTRODUCTION 1 The Women’s Studies Initiative: Inception and resistance 8 The Objectives of the Dissertation 14 The Structure of the Dissertation 18 The Scope of the Argument 20 CHAPTER ONE: Literature Review: Women, Men, and the Class-gendered state 25 The history of women’s struggle: what Marx and Engels say 25 Feminist aspirations: the sisters are doing it for themselves 31 The suffrage campaigns: the divisions and the outcomes 41 Feminism, praxis and resistance 50 Liberal feminism 51 Existentialist feminism 53 Radical feminism 54 Marxist feminism 59 Socialist feminism 60 Postmodern/Post-structural feminism 63 Conclusion 68 VIII CHAPTER TWO: Methodology and Research Approach Introduction 71 Overview of the data-gathering strategy 75 What is feminist research practice? 76 The applied Attitudinal Scales 83 The Primary Data Source: the Questionnaires 87 Confidentiality and ethical clearance 90 The Baseline Questionnaire (Part A) 91 Choosing Women’s Studies 91 Gender 93 Age 93 Marital status 93 Social Class 94 Political orientation 95 Past political activity 96 Feminist ideology, identity and orthodoxy 98 Thinking collectively 102 The Change Questionnaire (Part B) 105 The Longitudinal Questionnaire (Part C) 106 Locating and contacting prospective participants 107 Distribution of materials 109 Conclusion 111 CHAPTER THREE: Challenging Women’s Studies self-narration as an Agent of Change Introduction 113 The Sample population of tertiary students 115 Class matters 117 Choosing Women’s Studies 119 The Dever (2002) Study: a vocational comparison 119 Feminist Ideological Perspectives and Orientation: results unpacked 124 IX From Bulbeck (2001) and Hughes (2005) on Women’s Studies 127
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