Abstract

The hierarchal structure of our patriarchal society is reflected in current educational policies. As such, this study seeks to explore the agency of the public high school principal, and illustrate ways in which feminist pedagogy and feminist thought can be used as a source of empowerment. In this study I interview three public, high school principals to explore their perceptions of their agency in stimulating social change, as compared to what is documented about their roles and responsibilities. I then analyze and critique this space from a postfeminist perspective, using postfeminist concepts to explore the power relations that principals are implicated in and how they might be challenged through feminist pedagogy. The study poses the following question: How can feminist pedagogy be used by public high school principals to stimulate social change?