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This text examines the relationship between teachers (often white and non-Muslim) and their female Muslim students in two single-sex schools - one an urban comprehensive, the other a private Muslim school - and explores the ways in which these relationships are affected by different settings and experiences. The tensions between the twin priorities of equality and difference which shape feminist discourses in education are also analyzed. The book begins by developing a theoretical framework which reflects current debates within feminism and post-structuralism, with the aim of enabling readers coming to these debates for the first time to develop a basic understanding.