Teacher authority is wielded in such a way that it is no longer "the" authority. Authority is used to open a space for students to find their own authority through speaking and writing--through voice. This process, so central to the feminist classroom, leads to the goals of feminist pedagogy as articulated by Robbin Crabtree and David Alan Sapp: self-actualization, intellectual and spiritual growth of students, respect and encouragement of student voices (132). The concrete practice of encouraging student narrative--again, the affirmation of individual student voice--opens a pedagogical and rhetorical public space for personal experience. In this essay the author poses the potential for an embodied pedagogy in feminist teaching and learning spaces. Specifically, she draws on Madeleine Grumet's concept of "bodyreading" as a way of reading and teaching James Joyce. In what follows, she considers these ideas in more detail, and she speculates on why Joyce's novel "Ulysses" is a particularly apt text for such "embodied engagement," and how this way of reading might be particularly empowering for feminist teachers and female students. Finally, she considers possible practices for the future and further implications for the feminist classroom.