INTEGRITY AND THE FEMINIST TEACHER

Our popular conception of integrity brings to mind uncompromising figu res like Socrates or Sir Thomas More whose steadfast stands on matters of principle we accept and admire. The paper considers the implicatio ns of this for two committed feminists, both of whom are teachers. The ir pedagogical philosophies are sufficiently different to lead one to charge the other with selling out her feminist principles. But is this a fair assessment? Is there room for compromise within the complex no tion of integrity? How might feminist teachers rework the concept to d o justice to the complexities involved?