Jane Roland Martin's later work, especially as represented in "The Schoolhome: Rethinking Schools for Changing Families," has been attacked as vague, essentialistic, and a formula for the (re)feminization of education. This paper does not attempt to defend Martin against these criticisms because such a defense seems impossible for reasons discussed. Rather, this essay's intent is to present an interpretation of Martin's early work, especially as represented in "Reclaiming a Conversation: The Ideal of the Educated Woman," that provides an understanding of her theoretical point of view that preempts criticisms of vagueness, essentialism, and (re)feminization. The new interpretation seeks to state a definition of Martin's central but largely unexplicated concept of epistemic equality. Epistemic equality is defined via analytic reconstruction as gender anarchy in terms of a set of conditions, individually necessary and collectively sufficient, describing an ideal set of rules--a constitution as it were--of gender politics.