We bring together feminism and curriculum to examine the possibilities of their mutual influence. Based on a recognition of the achievements of girls in education and elsewhere, we begin with consideration of liberal feminism, its advances, and its limitations. Basic to limitations of liberal feminism is the hierarchical, dualistic structure of gender that pervades western life. Attention to dualisms as they connect to the history and theorizings of feminism follows. Arguing that curriculum is overdetermined by the dualism which feminist theory addresses, four categories descriptive of the feminist analysis of dualism are offered: experiential, categorical, psychoanalytic, and deconstructive. A further thesis is that these categories organize human experience and education in terms of the relationships of self to language, and of intentionality to reflexivity: evident cultural and educational interactions of these four are offered, leading to the argument that only formulations that connect self and language, reproduction and representation will effect curriculum.