ABSTRACT
When I became actively involved in the US women’s movement in the mid-1970s, I began a quest that led me to Augusto Boal’s Theatre of the Oppressed (TO). As both a women’s studies teacher and a feminist activist, I longed for a way to integrate teaching and activism. Like many feminist teachers, I found this integration through the theory and practice of feminist pedagogy-a process based in feminist consciousness-raising that linked women’s feelings and experiences of oppression with theory and action aimed at ending such oppression (Fisher 1981; Weiler 1991). At its most visionary, feminist pedagogy promised to bridge the gap between the classroom and women’s realities; it promised to realize a feminist future within the classroom itself.
