ABSTRACT
Our central concern is with how practices which maintain and reproduce patterns of domination and subordination in society may be contested, especially language practices. We are concerned with the part people play in longer-term processes of change and struggle. By examining what it means to read and write from disempowered subject positions in educational institutions we hope to show that changing these language practices can be trans formative. When discourse breaks the cycle of reproducing domination it becomes emancipatory.
