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NOTES

I wish to thank my women's studies students and colleagues at Kent State University,
Stark Campus, and University of Central Florida, whose work has taught me so much.
I am grateful to my colleague Nina Manasan Greenberg for helping me to clarify my
thinking throughout the drafting of this manuscript.

1. While Atwood novel is widely taught in universities, the recently published Ap-
proaches to Teaching Atwood's "The Handmaid's Tale" and Other Works includes no
essays on how the book might be used in the women's studies classroom. See Wilson,
Friedman, and Hengen ( 1996).
2. For lively discussions of the relationships among Atwood's feminism, cultural fem-
inism, and The Handmaid's Tale, see McCarthy ( 1986); Ehrenreich ( 1986); Greene
( 1986); LeBihan ( 1991); Reesman ( 1991).
3. My assumptions about what is at stake in safety are, in large part, derived from
Martin and Mohanty ( 1986) consideration of home as a metaphorical category. They
maintain that feminist analyses and politics of safe space must acknowledge the ways
that safety is constituted, that is, by inclusion and exclusion.
4. Here Burack ( 1988- 1989) work was really helpful in guiding me.
5. Miner ( 1991) discusses the dangers of the love plot to women.

SUGGESTED READINGS

Register C. 1979. Brief, a-mazing movements: Dealing with despair in the women's
studies classroom. Women's Studies Quarterly 7 (Fall): 161-165.

Wilson S. R., T. B. Friedman, and S. Hengen, eds. 1996. Approaches to teaching At-
wood's "The Handmaid's Tale" and other works. New York: Modern Language
Association.

-200-

Questia, a part of Gale, Cengage Learning. www.questia.com

Publication Information: Book Title: Teaching Introduction to Women's Studies: Expectations and Strategies. Contributors: Barbara Scott Winkler - editor, Carolyn DiPalma - editor. Publisher: Bergin & Garvey. Place of Publication: Westport, CT. Publication Year: 1999. Page Number: 200.
    
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