ABSTRACT
Judith D. Hoover and Leigh Anne Howard provide some basic technologies of the public with their distinction between traditional dialogue and critical dialogue. The critique by feminists/postmodernists of the many dualisms contained and enacted within western culture suggests some guidelines for interacting with new technologies. Critical pedagogues and leaders in educational change movements are active in attempting to make classrooms more inclusive and to teach students how to enact public tendencies in other social spheres. The critique by feminists/postmodernists of the many dualisms contained and enacted within western culture suggests some guidelines for interacting with new technologies. Research documenting feminist strategies for claiming public cyberspace is an emerging area within the literature and should be encouraged. Feminist research to monitor the effectiveness of strategies aimed at inclusiveness, particularly in terms of unintended consequences, should be integral to feminist contestation of public cyberspace.
