ABSTRACT
This chapter argues that the coupling of teacher non-unionization with a conservative, white-male, business-centric political culture and an entrenched accountability-driven educational system eventuates in contextually unique forms of institutional violence. It describes a pedagogy of risk, a critically-oriented approach to knowledge production within oppressive educational contexts. Schools and educational professionals are integral to addressing such malignancies and ultimately cultivating democratic project. The chapter aims to view as the norm in Texas public education-intersectional violence that encompassed a rigid testing regime, students positioned in ways that limit critical thinking, lacking teacher solidarity, and in this case, overt administrative advocacy of physical harm. It introduces to feminism was through female college professors who made the study of patriarchy and institutionalized violence cornerstones of their pedagogical praxis. The chapter focuses on how feminist pedagogical praxis works to address contextually-driven norms that limit criticality. It concludes with experience-based recommendations for utilizing such praxis as both educational leadership strategy and political intervention.
