This article aims to explore the recent promotion of reflective practice in teacher education and to draw on the thinking that has developed in adult education, particularly in feminist community education. It endeavours to unpack, briefly, the foundational theories that are promoted in teacher education and identify the failings inherent in these traditional constructions. Finally, it proposes a feminist reflective practice that draws on de Beauvoir's concept of the Other, as a key route to enabling educators to understand the multifaceted dimensions of inequality.