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In the early nineteen-nineties women's studies programmes in Australian universities found themselves under threat from a new interdisciplinary field that in the United States had been challenging women's studies' exclusive hold on questions of sex and gender since the late eighties. This field was gender studies. Existing women's studies programmes in Australia that had been established a decade earlier either as crossdisciplinary programmes run in collaboration with the traditional departments of English, History and Politics or as autonomous centres in Arts faculties came under increasing pressure to reinvent themselves as gender studies. In the many newly formed humanities schools that were established in the nineteen-nineties under the Dawkins higher education reforms, when the technical institutes and teaching colleges (the so-called colleges of advanced education) across the country were awarded the status of universities, similar battles were waged. Here too, feminist scholars and teachers in the disciplines of literary studies, cultural studies, history, politics and sociology were expanding the parameters of their women's studies programmes. The curious thing was that teachers in the fields of women's studies often found themselves under institutional pressure to move beyond the paradigm of gender studies as well even before gender studies had become institutionalised. What feminists in these newer universities were being exhorted to conceptualise was a postfeminist and post-gender model of the curriculum, a model in which gender equality could be more or less assumed or taken for granted.

"A Happy Marriage of Convenience": Gender and German Studies in Australia