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Davis, Marilynn

College of Education and Social Services

2005

Ed. D.

This study explores the nuanced, lived experiences of teachers who advocate feminism. In this dissertation, I examine my own and seven other teacher narratives to illustrate how (we) women come to identify ourselves with feminism and feminist ideologies and how these identities and multiple subjectivities influence our choices as teachers, our curricula, and our pedagogies. The emergent themes reveal that participants evolved into feminists for a variety of reasons. Familial influences, both positive and negative, were instrumental in making them aware of women's positions at home, in schools, and in society. All brought feminism to their classrooms for both political and personal purposes; some effectively integrated these leanings into their curriculum and practice. All faced patriarchy-based conflicts with colleagues and administrators. With support and additional education, many found success integrating democratic, liberatory, and critical/feminist practices into their work.