A multiparadigm perspective of educational administration is offered in this paper, which offers a conceptualization of administration as a heuristic device for considering multiple views of education. The first section describes the work of Sirotnik and Oakes (1986) whose "critical inquiry" multipardigm approach comprises three paradigms: structural functionalist, interpretivist, and critical theory. Feminist poststructural theory, which addresses some of the limitations of critical theory, is proposed as a fourth paradigm. A multiparadigm approach conbining each of these four approaches is then described. The second section explains the usefulness of the multiparadigm approach for educational administration. Such an approach compensates for the limitations of individual theories and acknowledges multiple ways of knowing. The third section briefly provides examples of the ways in which each paradigm can inform practice and theory. Critical theory and feminist poststructural theory offer the promotion of social change and empowerment. The summary argues that feminist poststructural theory is useful because it includes the subjective and affective, offers multiple approaches to and the inclusion of the identity of all persons, and appreciates contradiction and complexity. One table outlines feminist poststructural theories in terms of subjectivity, language and discourse, power, and common sense. (51 references) (LMI)