This thesis addresses the question of educating for democratic development from the perspective of women leaders in community development organizations. The goal of this study is to expand our current understanding of education by giving voice to women's insights and experiences while considering their philosophical and practical contributions to the field. / Education is first considered in its traditional form as a static phenomenon which promotes hierarchy and perpetuates the status quo. The deconstruction of oppression is then addressed in order to develop a theoretical framework of critical, feminist and engaged pedagogies. This framework offers insight into a reconstruction of education as an instrument for promoting social responsibility and social action. / Nine women leaders in social action are interviewed using qualitative and phenomenological research methodologies. Their motivations, philosophies and organizational practices, and ideas are considered in the context of education. As a result, the insight that these women offer to the field of education is revealed and illustrated.

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Ten front-line maternal social workers were interviewed to determine how they are managing in terms of combining their work and family responsibilities. Supervisor support, and the effectiveness of family-friendly work place policies were explored. All agreed, that motherhood, has had a positive impact on practice including increased empathy and understanding, for both parents and children. The following workplace initiatives were determined to be helpful: flexible and predictable work hours; part-time options; and compressed-work-week. Despite half feeling unsupported by their supervisors, the majority indicated that they are managing well primarily due to flexible work hour scheduling. The attitude of supervisors, regarding the value of parenting, appears to be the key factor relating to their level of support. There was some indication of role conflict and much evidence of accommodation, including turning down supervisory/management positions, postponing education and restricting types of practice.

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