Transforming the Curriculum: Ethnic Studies and Women's Studies

This section explores some of the not so obvious ways in which Ethnic Studies (African American Studies, Asian American Studies, American Indian Studies, and Latino Studies) and Women's Studies are interrelated--as they affect curricular change, as they evolve pedagogically, and as they compete for funding outside the college and university structure. Johnnella Butler, besides projecting a vision of a transformed curriculum, identifies what has become the scope of Ethnic Studies, insisting that Ethnic Studies and Women's Studies must be transformed to reflect the matrix interaction among race, class, gender, and ethnicity or culture. Suggesting a conceptual framework for these tasks, she clarifies the contours of the dialogues that must take place within the academy between Ethnic Studies and Women's Studies while maintaining no illusions regarding the characteristic resistant posture of the arts and sciences. This chapter is closely related to her "Transforming the Curriculum: Teaching About Women of Color," in part II.

Caryn Musil and Ruby Sales, and Katharine Bolland and John Walter present much needed information on kinds and sources of funding for Women's Studies and Ethnic Studies respectively. Musil and Sales detail the various funding sources for Women's Studies since 1969 and track the pattern of granting among private, semi-private, and public agencies. They end with an assessment of the present state of funding and suggest strategies for future funding.

Katharine Bolland and John Walter trace private funding for Ethnic Studies since 1972, analyze the patterns of private funding, and suggest areas considered most viable for future grant application. They concentrate on private funding due to the lack of information available on grants to Ethnic Studies departments and programs from public funding agencies. This is an area that demands further attention.

The final chapter in this section, by Johnnella Butler and Betty Schmitz, first appeared in the autumn 1989 issue (no. 37) of Radical Teacher. A description of the 1988 Ford-funded Different Voices Institute at the University of Washington, the chapter provides a successful model in which Ethnic

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