Abstract:
Marginalisation is a result of particular constructions of subjectivities through discursive practices- normalisation. Foucault, according to Ball (1990), identifies the human sciences, and certain attendant knowledges, as central to the normalisation of social principals and institutions of modern society. Thus, marginalisation is not imposed by 'police' restrictions, but it seduces, manipulates and encourages normalisation. In this paper I set the theoretic framework for analysing the normalising processes that arise through the conflict between the segments of society that are central, in this case those who produce education policy, and those that are marginal, in this study women in feminist professional development. This paper looks at the power relations that women in educational professional development work with and within. I focus on women who work within environmental and science education. There are many frameworks which can be used to examine the power relations in society. I develop a story that indicates that by identifying 'how' the dualistic social order is maintained and 'how' individuals position themselves in relation to these discourses it may be possible to reconstruct environmental, science and gender education in schools.