In an essay in "College English," Cheryl L. Johnson argues that whether or not a female teacher considers herself a feminist she must at some point confront, at least within herself, the material conditions of herself as subject in the classroom. Three options are available for the woman composition teacher who wants to or has been forced to confront her own subjectivity as a teacher. One approach grows out of what Elizabeth Flynn, in her recent review "Feminist Theories/Feminist Composition," identifies as "cultural feminism"--feminism that "focuses on differences between women and men and promotes 'women's ways,' ways that often result from women's biological and social roles." One version of this approach invokes the teaching-as-mothering metaphor and emphasizes the nurturing and guiding roles of the teacher. This approach has been most fully articulated by theorists like Nancy Hartsock, Cynthia Caywood, and Gillian Overing. Another type of approach that grows out of cultural feminism is represented in the work of feminists like Catherine Lamb, Susan Osborne, and Susan Hunter, who define classroom practices that highlight feminism and feminist modes of expression such as mediation rather than argumentation in the writing class. A third type of feminist approach in the classroom seems most closely allied with what Flynn calls "radical feminism." This perspective, characterized by Susan Jarratt, Dale Bauer, and Bell Hooks, advocates using the classroom as a sometimes uncomfortable space to "help...students locate personal experience in historical and social contexts." (Contains 22 references.) (TB)