This paper discusses the silences that arise when female educational administrators reflect on their practices during most public discussions, seminars, and lectures. The term "silence" refers to the situation in which people who perceive themselves as less powerful than those from the dominant culture (that is, women and minorities) tend to not participate in the public discourse. Part 1 describes the forms that silences take: (1) the actual silence--not being able to enter into the discourse; (2) the silence of resistance--deciding not to participate; and (3) the denial--not realizing the existence of another discourse. Part 2 describes strategies for working with the silences, implemented at the Management Development Centre (Institute of Education, University of London). At the center, participants must decide whether to engage in or change discourses. Strategies include power-sharing activities and learning to read the silences. Programs are planned to give participants current information, the opportunity to extend professional development, and time to reflect on practice. (LMI)