The “World Studies” approach to world history is based on the premise that knowing a few cultures well is better than trying to tackle the all of history. World studies courses often address a significant number of contemporary issues, with the past seen as informing the present. Since women and gender issues are currently subject to debate, they are obvious themes for a world studies course. Within the narrowed scope of world studies courses, there is more time to explore the complexities of women’s relationship to various societal institutions. On the other hand, focusing on fewer societies and periods restricts the variety of women’s experience that can be addressed and limits opportunities for cross-cultural comparisons.

Comparative history, in which a limited number of societies are compared in terms of a defined set of questions, can make a vast array of material more manageable and may generate fresh questions about women’s history. If, however, women or gender is not selected as one of the key variables, then they are likely to be absent from the course altogether.

World history may be organized around major themes, even if its focus is not strictly comparative. But women are more central to some themes than others, and hence women can disappear “inadvertently” from the narrative through the choice of theme. Or, women can be ghettoized within a theme of “family,” when in fact they ought to be included within a theme of trade or transmission of culture during imperial expansion.

Fundamentally, while one approach may be more amenable to integrating women and gender into history, what is most important is the commitment to do so.