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In this article, two female academics confront their role in producing their own invisibility and ir-relevance in the practice of higher education. Drawing on feminist standpoint theory, the authors interrogate their participation in articulation work that helped male colleagues to assume roles of higher status. Based on an analysis of personal narratives and the text of an international e-mail exchange that resulted in a successful grant proposal, the authors argue that the hierarchical and patriarchal cultural history of the academy as well as the intrusion of gendered relations from contexts beyond the institution of higher education undermine the democratic intentions of aca-demics, both male and female, who espouse horizontal collaborative relations between academics. This case study illustrates the contradiction between egalitarian institutional rhetoric and value systems of individuals and the hierarchical and gendered power relations that play out in everyday life in the academy. The authors conclude that while both male and female academics must work to change the gendered text of higher education, women in the academy must build both critical mass and mentoring networks in consciously acting to change the institution's cultural history. ; Open Access Journal

In this article, two female academics confront their role in producing their own invisibility and ir-relevance in the practice of higher education. Drawing on feminist standpoint theory, the authors interrogate their participation in articulation work that helped male colleagues to assume roles of higher status. Based on an analysis of personal narratives and the text of an international e-mail exchange that resulted in a successful grant proposal, the authors argue that the hierarchical and patriarchal cultural history of the academy as well as the intrusion of gendered relations from contexts beyond the institution of higher education undermine the democratic intentions of aca-demics, both male and female, who espouse horizontal collaborative relations between academics. This case study illustrates the contradiction between egalitarian institutional rhetoric and value systems of individuals and the hierarchical and gendered power relations that play out in everyday life in the academy. The authors conclude that while both male and female academics must work to change the gendered text of higher education, women in the academy must build both critical mass and mentoring networks in consciously acting to change the institution's cultural history.

Teachers and teacher educators in the US struggle with conflicting needs. They must thinkcritically and adaptively in response to the rapidly changing demographics of their students andadjust to a policy climate that emphasizes standardization, measurement, and disregard forteachers as professionals. Embattled pre-service teacher education programs in institutions ofhigher education have traditionally sought to develop teacher candidates' knowledge, skills, anddispositions. The authors argue that in the current climate pre-service teachers also mustappropriate conceptual frameworks to support their development as responsive professionals.While dispositions are beliefs and attitudes the origin and teaching of which remain in dispute,concepts like social justice, political-economic equity, and formative assessment are abstract ideasor concepts that inform practice. Conceptual tools, i.e., concepts, theories, and frameworks, guidenovice teachers in making decisions in response to the growing and rapidly changing studentpopulations they will teach as well as the policy contexts that constrain their teaching practice.The appropriation of conceptual tools contributes to development of vision and adaptive expertiserequired by responsive teacher professionals.Using an activity theory framework developed by Wartofsky (1973/1979) that draws in particularon the classification of artifacts, or tools, this article frames and critically examines teachers'need for conceptual tools, the appropriation of those tools, and a mixed methods study of thatappropriation. The study demonstrates that teacher candidates do appropriate conceptual tools,but that measurement of that process, though desirable in the current policy context, requires thedevelopment of a systematic and replicable methodology.