There are no prescriptions here for classroom practices that might accomplish our ends. How we go about our work is of our own making. But we have an obligation to tell what we know and to share what we know with our daughters and our sons. We have an obligation to image a future not bounded by prescriptive social roles designed to limit possibilities; designed, ultimately, to harness the work, energy, intelligence, hopes, and dreams of one segment of the population to serve the needs and interests of another.We have the obligation to pass on information, to share with our women students the strategies they need to know in order to do what they want to do. We have the obligation to mentor our women students and to pry open doors that have been bolted shut for centuries even as we are struggling to hold our own doors open for ourselves.

Our stories are not made up but the result of a social organization that has never taken women's aspirations seriously.

And we have the obligation to provide women students with a curriculum that includes them, in which they can see their own image as women capable of acting in the world. This is where hope for change lies. Even today, with the violence and violation that continues to rage in the Persian Gulf, I hold some hope in the ongoing struggle to make real a vision of the world that is not yet.

Madga Lewis is assistant professor of Sociology in the Faculty of Education, Queen's University, where she also teaches in the sociology department and the Women's Studies Program. Her present research work is in the area of women and education and feminist pedagogy. She has published a number of articles on the subject and is presently preparing a book manuscript.

  1. See R. Deem, (ed.), Co-Education Reconsidered, (1984), Milton Keynes: Open University Press; D. Spender, and E. Sarah. (eds.), Learning to Lose: Sexism and Education, (1980), London: The Women's Press Ltd; and G. Weiner, (ed.), Just a Bunch of Girls, (1985), Milton Keynes: Open University Press.

  2. I use the term 'patriarchic' in contrast to the more common term 'patriarchal' because I wish to refer to the significant role, not of gendered social actors, but of specific social practices.



Today I lost my mind
in the crosswalk that joins
our house to the City of Light.
I crossed the yellow brick road,
my tongue hanging out, the
almost invisible lines
banana flavoured,
the bread I made for the journey
flattened in traffic,
my glasses smashed,
my goodbye brass band blooming
loud in our family tree,
playing upside down,
their blood exhausted, their ruby tunes
confused by carbon monoxide.

Today they murdered children in the
Forbidden City,
a totem fell in the forest,
and one of my sons decided to suck his
thumb again.

Linda Rogers

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