A feminist perspective on educational administration in Canada is provided in this paper, which reviews feminist critiques of educational administration research and offers a synthesis of contemporary Canadian feminist research. The main thesis is that the Canadian knowledge base has begun to incorporate the concepts of "Canadian" and "education"; however, Canadian women's experiences have rarely been considered. A conclusion is that gender continues to be a nonissue for many Canadian academics in educational administration. A feminist critique challenges the existing Canadian knowledge base by examining evolving gender roles and the implications of the intersection of gender with race, class, and age. The Canadian knowledge base has yet to understand and accept various ways of knowing and types of knowledge. Work toward reconceptualizing notions and reshaping organizations must continue. (Contains 70 references.) (LMI)