In this thesis I ask: "What are Nova Scotia women's narratives concerning authority in their education? Does 'shyness' come into play in these educational narratives? What are the ways in which these women accepted and/or resisted authority?" This research grows from my position as an academic initiate, and my experiences of "growing up girl" in Nova Scotia. Using a qualitative feminist methodology, I interviewed three women who moved through the Nova Scotia educational system. Here I situate their stories in relation to scholarly work on authority and the context of class, race, and gender in Nova Scotia, and explore the strategies the women undertook to enact agency in their educational lives. These narratives provide rich perspectives on power, agency, and authority as they are lived in local contexts, and point to a need for more educational stories to be told by women of all backgrounds in Nova Scotia and beyond.

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