The harshest critiques of feminist educational theory often come from feminists themselves. Feminist scholar Robyn Wiegman argues against feminist education in her article "Academic Feminism against Itself," arguing that feminist educational ideology has abandoned the intersectionality of feminism in many cases, and has also focused exclusively on present content with a singular perspective. Wiegman refers to feminist scholar James Newman's arguments, centered around the idea that, "When we fail... to challenge both students and ourselves to theorize alterity as an issue of change over time as well as of geographic distance, ethnic difference, and sexual choice, we repress... not only the ‘thickness’ of historical difference itself, but also... our (self) implication in a narrative of progress whose hero(in)es inhabit only the present".[1] Newman (and Wiegman) believe that this presentist ideology imbued within modern academic feminism creates an environment breeding antifeminist ideologies, most importantly an abandonment of the study of difference, integral to feminist ideology.