Behind Closed Doors: Women’s Voices of Resistance

Abstract

“Women still do not have equal access to privileged professional discourses or to dominant speaker positions within them & As a consequence, they still struggle to make themselves heard and to have their interests served” (Talbot, 1998, p. 222). In the preceding chapters, I have argued that “hearing” all perspectives provides education leaders with vital options needed to make policy change that may address educational inequities and serve the needs of all people; the absence of particular perspectives or voices reduces options and alternative frameworks with which to consider needed educational change.