ABSTRACT

My first encounter with Feminisms and Critical Pedagogy was unsettling. Editors Carmen Luke and Jennifer Gore situate the essays collected here in overarching yet specifically differentiated positions of poststructuralist feminisms. When I glanced at the title, I had assumed the book would address the relations and the dissonances between feminisms and critical pedagogy-discursive, practical, political, philosophical, and otherwise. This assumption was based upon a (mis?)reading of the signifier “and,” a reading that dissolved when I discovered on the back of the book a descrip­ tion of some of the essays as outlining “the current stand-off between femi­ nist educators and critical theorists.” That feminists were labeled “educators,” while critical pedagogues were “theorists” was not without its effects. That both these terms were engaged in a standoff conjured up images of the Oka crisis, in which Mohawks were engaged in a life struggle over ancestral lands, while the white-right issue was golf.1 In casting the dis­ cursive and academic relationship in the light of a standoff, the book has made it impossible for me to “stand outside” the imbroglio. I must “take a stand” on the issues, the arguments, and the assumptions. Thus what I hoped would be a fluid encounter turned out to be one marked by untrans­ gressed borders.