This article explores the construction of women’s authority in Israeli pluralistic Batei Midrash (houses of learning). Drawing on qualitative interviews with experienced women facilitators, it examines how they enact a form of authority that differs significantly from traditional models. Beyond deriving legitimacy from institutional position or textual mastery, their authority is built through professional vulnerability and relational work. The article develops the concept of Transformative Pedagogical Authority: a stance grounded in ‘power-to’ rather than ‘power-over.’ It argues that facilitators utilize active contraction (Tzimtzum) not as a retreat, but as a deliberate pedagogical strategy to create a ‘hall of Mirrors’, a site of multivocal engagement and interpretive resonance for learners. By analyzing how women navigate questions of legitimacy and authority, the study contributes to broader conversations about gender and pedagogy, offering a model in which authority is reframed not as hierarchical control but as the capacity to enable collective ownership of the knowledge and its production.
Gutman et al. (Mon,) studied this question.