ABSTRACT
This chapter rests on the premise that if it is to move towards its desired ends, the movement for gender justice in and through schools must reach a much better understanding of what actually happens in schools as gender reform policies and principles are translated into educational practices. It draws data from case studies of gender reform practices in schools in several Australian states (see further, Kenway, Willis, Blackmore, Rennie, in press). Our argument is that feminist teachers must pay more attention to the reception and rearticulation of feminist practices in schools and that, in particular, this is the case with regard to its emotional dimensions. Drawing from our data, we will point to the complex interpersonal, educational and emotional dynamics that feminist work for change evokes. In so doing, it will become clear that some feminist approaches to the curriculum need to be revised.
