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curriculum choices from a broader vantage point. When she gains the confidence, she
will feel more inclined to find her voice and will understand the importance of hearing
the voices of others, reaching “the other side of silence” (Belenky et al., 1986, p. 3). As
Rose accepts more responsibility in her organization, her voice will become amplified
and her experience of collaboration will continue to inspire the “integration of voices”
(Belenky et al., 1986, p. 131).
Layla’s organization is not expanding and with her resistance to further education,
opportunities for voice may be limited. Somehow Layla needs to descend the mountain
and reach a valley to once again experience the tension of cognitive dissonance. She must
push herself out of her comfort zone so that others can benefit from hearing about her
experiences with emergent curriculum. Giving workshops and presenting at conferences
may be the vehicles and opportunities Layla needs to find her true an authentic voice.
Felicia’s voice will be heard. She understands that she cannot jump from mountain top to
mountain top. As she climbs up and down the mountain range, her voice will be heard far
and wide. By engaging in a continual process of searching for a unique and authentic
voice, Felicia has come to the basic insight of constructivist thought: “All knowledge is
constructed, and the knower is an intimate part of the known” (Belenky et al., 1986,
p. 137). Whatever, mountain she is climbing, Felicia will remain true to her authentic
voice.
The power of the labyrinth.
When the paths of the labyrinth lead to the centre there is a realization of power
(Artress, 1995). The labyrinth metaphor remains a constant in this research, but it now
resembles a vertical conceptualization as if the path spirals round a mountain. To get to