ABSTRACT
Feminists who talk about teaching methods ask each other the following sorts of questions: Is there such a thing as feminist pedagogy? As feminists and law teachers, what should we be doing in bur classrooms to reflect our understanding that “the personal is political”? Now that we have conquered the issue of sexist language (at least in our own classrooms); now that we have proved ourselves sufficiently to consider breaking down the classroom hierarchy; now that we are present in more than token numbers (at least in some institutions); now that we have instituted courses and teaching materials that do not ignore women; and now that we, in the footsteps of our feminist colleagues in other academic disciplines, have broken the research barriers by publishing feminist articles, is it not time to give more attention to what we do when we teach? Is it not time to focus on the connection between feminist theory and teaching method? 1
