hegemonic feminist theory." These third-world women are conceptualized as occupying an in-between space, a new psychic terrain that Gloria Anzalduá calls "the borderlands" in her trailblazing Borderlands/La Frontera: The New Mestiza.

These kinds of critiques eventually resulted in a new wave of scholarship and practice that challenged both women's studies and ethnic studies and insisted on new conceptual frameworks for transforming the undergraduate core curriculum. Within women's studies, two major paradigms came under attack. The first was the widespread acceptance of the idea of the universal oppression of women, and the second was the dichotomy between the public and private spheres in the lives of women. Both of these theories break down when cross-cultural perspectives are employed, especially when examining precolonial societies and the experiences of women of color. An illustration of the need for reforms within black studies and women's studies occurs when one considers the standard comparative slavery course found in history and black studies programs. If gender as a category of analysis were taken into consideration and the new scholarship on women of color and slavery addressed, as well as the relationships between colonial women and their subjects, the course would have to be reconceptualized. This new gender-balanced black studies course would also be suitable for cross-listing in women's studies.

Claire Robertson, coeditor (with Martin Klein) of the groundbreaking book Women and Slavery in Africa, has discussed her effort to transform the comparative slavery course at Indiana University, where she teaches African studies. She indicates that despite the new scholarship on women and slavery, her survey of similar courses throughout the country revealed inattention to gender. In other words, discussions of slavery in the Americas did not distinguish in major ways the experiences of male and female slaves, and the experiences of male slaves were treated as the norm. Analyses of slave resistance focused on the rebellion of slave men; they ignored the many ways in which women slaves resisted the institution, such as feigning illness during pregnancy or practicing abortion and infanticide.

Over the past decade, women's studies has embarked upon the difficult process of transformation by responding to challenges by women of color and white feminists sensitive to difference in their scholarship. Curriculum integration projects have emerged with the goal of reforming women's studies programs and the liberal arts curriculum by incorporating the new and old scholarship on women of color. A major thrust in this direction was the Ford Foundation-funded Wheaton College Summer Institute in 1985, which was charged with incorporating new research on "minority" and third-world women into the institute's well-established balanced curriculum project.