During 1993-94 the educational administration faculty at the University of Manitoba (Canada) became involved in a self-study process to examine issues of equality and inclusivity in relation to the masters program. This paper describes an elective course for students enrolled in the Educational Administration Master's Program at the University of Manitoba. The course seeks to engage participants in high-order critiques of educational practice and discourse. It will provide a framework for analyzing how schools have responded not only to the demands of the economy and the state, but also to a variety of social demands. The course will also examine how schools have dealt over time with issues of class, race, gender, heterosexism, ableism, and sexual orientation. In addition, the course will explore how teachers envision and re-envision their roles in a process of change. The three-credit course will integrate a historical perspective into the analysis of administrative concerns and theories, with a focus on Manitoba public education and contested issues of equity and inclusivity. The course is organized around four interconnected themes: (1) the role of the school as a politically contested arena; (2) the development of teaching as a profession; (3) the role of the teacher and gender issues; and (4) curriculum, political socialization, and the idioms of Canadian citizenship. (LMI)