This collaborative inquiry has produced a feminist pedagogical framework for an approach to learning and education that is congruent with the values and goals of anti-domestic violence work in Ireland. Findings were generated through a feminist study in which ten domestic violence workers (myself included) came together to generate solutions to the lack of such an organisational structure for their work. The knowledge that was generated addresses the distinctive and critical nature of domestic violence work and illustrates issues and dilemmas that present challenges to maintaining empowering feminist practice. Through a robust dialogic process, this group of co-inquirers were able to analyse and utilise their considerable skills and experience to identify the core components of an approach to learning and education. The research practice reflected those same values that participants identified as central to a future education and learning framework for domestic violence workers. These evidence based core principles centre around feminist praxis, in which all participants commit to relationships and processes that are democratic, collaborative and dialogic in nature and to use the knowledge generated to contribute to the continuing feminist struggle for an end to male violence and all forms of oppression. Theoretically the study is informed by a feminist analysis in which domestic violence work is understood to be part of the wider feminist project that aims to end to all forms of gender oppression. Drawing from feminist and critical pedagogy, I add to the framework shaped by the collaborative inquiry group by forging a theoretical understanding of a pedagogy for domestic violence work. At the heart of this pedagogic proposal is a model of learning in which participation in feminist education, in a feminist community of practice and in a feminist social change movement are all processes in authentic, active and creative interplay with each other.