ABSTRACT
This chapter expresses that theorizing in different contexts is subject to different constraints and is likely to come up with different emphases and solutions. It outlines three continuing dilemmas which confront those attempting to theorize and also those attempting to act in education with regard to non-sexist or feminist ends. The chapter also focuses on theory-practice relationship. Dilemmas for policy and practice are often talked about as differences between political positions or, sometimes as dilemmas between long-term and short-term objectives. In that both feminist theory and educational theory are theories for practice, aimed to produce change and not just armchair critique, the conditions and mood of the times are clearly of concern regarding lines of strategy to develop. 'Feminist theory' is written for adult women; it is not usually written to address girls or boys who have not reached adulthood and who are engaged in schooling.
