In this chapter I outline something of the development my own pedagogic practices in Education practices which have developed from and through feminist and critical frameworks thinking about how these practices relate to wider conceptualisations of learning and teaching. I will primarily explore this through describing my work on a new masters programme where I was looking for ways to develop the spaces in Education classrooms where we can learn to transgress rather than to conform. In doing so and working in and through spaces of transgression I consider the possibilities of transformative spaces in Education programmes. I begin by considering Education as discipline both as an academic discipline and through the disciplinary practices that embed us all in constructions of knowledge and power before moving on to explore ways in which we might re/imagine our pedagogic practices asking what it means to teach Education and to what extent learning Education can become a transformative process.
