The developing body of literature on multicultural concerns in adult education, on feminist theory, and on critical and feminist pedagogies provides insights for adult educators grappling with the complex issues surrounding the creation of inclusive learning environments. Educators must be aware of the politics of knowledge production and dissemination: what counts as knowledge, who is involved in its production, and their relative positions in the power structure are determinants of curricular and instructional decisions. They must also consider the effects of structural privilege and oppression in the learning environment. Studies of a variety of educational settings demonstrate how power dynamics based on the intersections of gender, race, and class determine whose ideas are valued, who speaks, and who remains silent in the adult classroom. The many kinds of feminism have developed numerous theories about power relations and social structures that inform feminist pedagogy. Recurring themes underlying feminist teaching strategies involve how knowledge is constructed, voice, authority, and dealing with difference. A synthesis of the psychologically oriented and liberatory models of feminist pedagogy yields insights for the creation of inclusive adult learning environments. Rather than prescribing approaches, these insights highlight issues and teaching practices that adult educators should consider in the quest to create democratic classrooms in which every voice can be heard. (SK)