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.