Abstract Although modernist feminism accredits women with empowerment, self-expression, and ideology construction, postmodernism challenges this view and “the ways in which the category ‘woman’ is constructed”. Drawing on postmodernist feminism and critical race theory, the authors conducted a critical feminist study to examine a female language teacher’s power of transformation. The stories and narratives show how the informant uses her voice in a patriarchal community to shuttle between inequalities and to expand her professional interaction with communities of practice. Additionally, it is shown that her professional voice is subject to ‘soft and hard’ governmental and organizational policies, including male class characterization, patriarchy ideologies, structural constraints, and inequality in discourse agendas. It is demonstrated that the informant’s agency is a driving force behind self– and other–transformation. Although the authors lack mixed data to examine micro issues in the process of transformation, the informant’s reflections help show the complex and complicated position of feministic discourse in her local teaching-researching context. Theoretical and applied contributions to in-house teacher education programs, especially in terms of racial inequalities in educational policies and racialism, are discussed in the study.
