ABSTRACT
The cultural work of the teachers in this section has deep historical roots. Education has long been women’s work, yet male administrators and policy-makers drive curricular reforms. Further, curriculum has been overwhelmingly static in terms of the representation of women and people of color, not to mention the style and practices of teaching. Feminist educators have called for the construction of new practices through instructional designs that make space for students’ voices, strengths, and concerns (e.g. Hollingsworth, 1992). The authors in this section respond to this call.
