This paper draws on two sources to theorize gender literacy. First, it examines several influential theories of social change embedded in community literacy scholarship. Next, it uses two of these theories to analyze qualitative data from an after-school program. In this program, university students mentored Latina middle-school students to promote both gender literacy and academic literacy. Based on this analysis, it argues that (1) only a collaborative, negotiated approach can promote effective social change, (2) that such efforts must include reflexive work by researchers to produce viable negotiations, and (3) that this approach highlights the intersection between pragmatic and ethical concerns that underlies effective social change.

Our current national policy regarding sexual harassment, expressed through legal, economic, and popular discourses, exemplifies the Foucauldian paradigm in its attempt to regulate sexuality through seemingly authorless texts. Arguing that regulation through such "discursive technologies"; need not lead to the effects of domination that Foucault recognized, I propose a user‐centered approach to policy drafting that values the knowledge of workers as users and makers of workplace policy.