Frances A. Maher is professor of education at Wheaton College, where she coordinated the college's Balanced Curriculum Project, which integrated the study of women into introductory courses. She has written several articles exploring the principles and practices of feminist pedagogy and co-edited a special issue of Women's Studies Quarterly on feminist pedagogy. Mary Kay Thompson Tetreault is provost and vice president for academic affairs at Portland State University. She is the author of Women in America: Half of History.

• Chapter 1 PrefaceChapter 2 Breaking Through Illusion, AgainChapter 3 Creating a Kaleidoscope: Portraits of Six InstitutionsChapter 4 MasteryChapter 5 VoiceChapter 6 AuthorityChapter 7 PositionalityChapter 8 Toward Positional PedagogiesChapter 9 Learning in the DarkChapter 10 Looking Back, Looking ForwardChapter 11 NotesChapter 12 BibliographyChapter 13 Index

The Feminist Classroom takes us on a journey with seventeen differently situated feminist professors. As an anthropologist, I find compelling its ethnographic approach to the study of feminist classrooms in diverse institutional settings. As president of Spelman College, I applaud the classroom practices of my colleagues and their commitment to empowering Black women students.

Frances A. Maher is professor of education at Wheaton College, where she coordinated the college's Balanced Curriculum Project, which integrated the study of women into introductory courses. She has written several articles exploring the principles and practices of feminist pedagogy and co-edited a special issue of Women's Studies Quarterly on feminist pedagogy. Mary Kay Thompson Tetreault is provost and vice president for academic affairs at Portland State University. She is the author of Women in America: Half of History.

• Chapter 1 PrefaceChapter 2 Breaking Through Illusion, AgainChapter 3 Creating a Kaleidoscope: Portraits of Six InstitutionsChapter 4 MasteryChapter 5 VoiceChapter 6 AuthorityChapter 7 PositionalityChapter 8 Toward Positional PedagogiesChapter 9 Learning in the DarkChapter 10 Looking Back, Looking ForwardChapter 11 NotesChapter 12 BibliographyChapter 13 Index

The Feminist Classroom takes us on a journey with seventeen differently situated feminist professors. As an anthropologist, I find compelling its ethnographic approach to the study of feminist classrooms in diverse institutional settings. As president of Spelman College, I applaud the classroom practices of my colleagues and their commitment to empowering Black women students.

Frances A. Maher is professor of education at Wheaton College, where she coordinated the college's Balanced Curriculum Project, which integrated the study of women into introductory courses. She has written several articles exploring the principles and practices of feminist pedagogy and co-edited a special issue of Women's Studies Quarterly on feminist pedagogy. Mary Kay Thompson Tetreault is provost and vice president for academic affairs at Portland State University. She is the author of Women in America: Half of History.

• Chapter 1 PrefaceChapter 2 Breaking Through Illusion, AgainChapter 3 Creating a Kaleidoscope: Portraits of Six InstitutionsChapter 4 MasteryChapter 5 VoiceChapter 6 AuthorityChapter 7 PositionalityChapter 8 Toward Positional PedagogiesChapter 9 Learning in the DarkChapter 10 Looking Back, Looking ForwardChapter 11 NotesChapter 12 BibliographyChapter 13 Index

The Feminist Classroom takes us on a journey with seventeen differently situated feminist professors. As an anthropologist, I find compelling its ethnographic approach to the study of feminist classrooms in diverse institutional settings. As president of Spelman College, I applaud the classroom practices of my colleagues and their commitment to empowering Black women students.