POWER, SOCIAL CHANGE, AND THE PROCESS OF FEMINIST RESEARCH

The dismantling of a male-dominated "power-over" social structure and its manifestations in human activities and relationships lies at the center of feminist thought. For many feminist psychologists, this has meant challenging the privileged, all-knowing, objective position of the researcher; viewing the "naive subject" of study as a participant in the process of creating knowledge; and using research methods aimed at transforming an oppressive culture (Burman, 1992; Crawford & Marecek, 1989; Hollway, 1989). These goals are at the center of the Community Education Team's (this issue) article: "Fostering Relationality When Implementing and Evaluating a Collective Drama Approach to Preventing Violence Against Women." The authors use the concept of relationality to describe the process of developing interdependence and an "egalitarian, democratic research relationship" among those involved in the study. Although "sharing power" is a goal of feminist research and pedagogy, detailed accounts of the process of incorporating feminist ideas regarding power relations in U.S. psychological research are rare. The Community Education Team reminds us that those ideas most central to feminist thought—power, process, and social change—are often the very ideas that still elude U.S. feminist psychological research.