Abstract

The writing careers of three Chilean teachers-Antonia Tarrago, Eduvigis Casanova, and Maria Espindola de Munoz-are analyzed, along with their demands for equality in women's education and autonomy in domestic life. Their writings identify their positions, continuities, as well as their tensions and ambiguities, with creative politics that connect the educational, cultural, and political fields. Given their context of subordination, they made creative appropriations of hegemonic social discourses and imaginaries, which they reflected in their action writings.