ABSTRACT
We discuss in this last chapter possible forms of women's counteractivities to the different types of patriarchy that exist, such as absenting thoughts and ideas, reframing categories, counter-conducting, emancipating, immanent critiquing, decolonizing knowledge, reading the world as a feminist text, praxis(ing), trans-framing, reflecting and textualizing. In addition, connections are made between the works of these women curriculum theorists and the feminist theories of knowledge and identity set out in the rest of the book. The central issue that we discuss here is the relationship between feminism, in its many shapes and guises, and the concepts and practices of learning and curriculum. This is a more complicated set of issues than is generally acknowledged, and we do not come to any definitive and binding conclusions, as an empiricist is inclined to do. What we do, however, is open up and illuminate the possible meanings that inhere in the three concepts and the relations between them.
