ABSTRACT
The traditional approach to law teaching has been to regard the curriculum as gender-neutral. However, women students’ experience of law school is of a legal curriculum whose acceptance of the traditional boundaries of legal specialisms makes it difficult to identify connections and common themes; accounts of rape and domestic violence are commonly split between criminal law courses and family law courses, and if the analysis is confined to a doctrinal approach, discussion can be reduced to analysis of technical matters, drained of any sense of the significance of the issues being discussed.42 Mary Joe Frug’s analysis of the law of contract serves as just one powerful reminder of the extent to which gender suffuses the teaching of law in universities.43 There is much still to be explored, yet traditional doctrinal analysis is of no help, since it lacks the tools with which to explore gender issues as they affect law and law teaching.
