This book presents testimony of feminisms in process. The accounts are filled with tensions, not least an uneasiness with feminism itself, and the question of what exactly it means to be a feminist in education in the contemporary world. It is their respect for their own differences and the honesty with which they write that makes this such a rich text. From the Foreword by Kathleen Weiler

Educators committed to social change face the common dilemma of how to take up the work of transformation without reinscribing systems of domination. The struggle with the concept of imposition is central to the emergence of many educators' identities and provides a site for exploring the complex relationship between power, knowledge, and teacher identity. This book chronicles the collaborative efforts of five diverse women educators (Native American, European, Jewish American, rural, midwestern, working class) to grapple with the tensions of taking up a political position while honoring the cultural, social, and historical context of others. Their dialogue across feminist, critical, and postmodern theories and practices explores the process of fusing theory with political work in the world. What emerges is the continual repositioning and disruption of taken for granted meanings as central to enhancing emancipatory education.

Daredevil Research: Re-creating Analytic Practice gathers together ten research projects that seek to transform thinking about analytic practice and the construction of research knowledge. By experimenting with alternative models of representation unconstrained by the weight of traditional research protocols, the authors create multiple spaces for imagining how to differently identify issues for inquiry, select modes of analysis, and inscribe « data into transmittable form. At once a production of research knowledge and a conceptual field for meaning-making, Daredevil Research suggests the possibilities of analytic practice in imaginative, independent space.

In this co-edited volume, women educators figuratively gather in 'the red tent' (Diamant, 1997) to share stories of the inseparability of what they do as mothers of daughters (and grandmothers of granddaughters) from their work as educators and social activists. By acting and speaking jointly and publicly about their varying 'projects' of mothering and educating, this work celebrates mothers' and daughters' strengths and the bonds between them. This work considers the mother-daughter bond through maternal storytelling or narrative and the Motherline. The narratives foreground the theory that a strong mother-daughter connection leads to empowerment, and attempt to link that connection with education as grand/mother-educators and their grand/daughters weave their personal and professional lives into an ever-evolving tapestry. Drawing from a range of feminist theories in action, contributors to this volume offer stories of the Motherlines that illuminate the complexities of these powerful relationships. Using counter-narratives to patriarchal framings of family, this collection affirms the power of women educators telling and reading their stories as a means of self-discovery, empowerment, and, ultimately, cultural transformation.

This book presents testimony of feminisms in process. The accounts are filled with tensions, not least an uneasiness with feminism itself, and the question of what exactly it means to be a feminist in education in the contemporary world. It is their respect for their own differences and the honesty with which they write that makes this such a rich text. From the Foreword by Kathleen Weiler

Educators committed to social change face the common dilemma of how to take up the work of transformation without reinscribing systems of domination. The struggle with the concept of imposition is central to the emergence of many educators' identities and provides a site for exploring the complex relationship between power, knowledge, and teacher identity. This book chronicles the collaborative efforts of five diverse women educators (Native American, European, Jewish American, rural, midwestern, working class) to grapple with the tensions of taking up a political position while honoring the cultural, social, and historical context of others. Their dialogue across feminist, critical, and postmodern theories and practices explores the process of fusing theory with political work in the world. What emerges is the continual repositioning and disruption of taken for granted meanings as central to enhancing emancipatory education.