chapter  1
14 Pages


There are four issues with which I want to introduce my analysis of critical and feminist pedagogy discourses: first, the ambiguities around "pedagogy" generally and around "critical pedagogy" and "feminist pedagogy," specifically; second, what I see as the fragmentation of these discourses; third, the institutional locations of these discourses both in the academy and in schools, that position critical and feminist pedagogy within broader discourses of social regulation and within a certain intellectual "will to truth"; fourth, what could be called the continuing marginality of critical and feminist pedagogy discourses as they seem only minimally to impact mainstream educational policy and practice, and teacher education. In this chapter, I introduce each of these issues and begin to situate them in social theoretical discussions about power and knowledge. I also outline the ways in which these issues will be carried through as themes and as direction for the remainder of the book.