ABSTRACT
This chapter considers contradictions between democratic schooling and radical teaching and learning by discussing what scope progressive education offers anti-sexist work, and what difficulties are posed by the progressive framework. It looks at Greenfield College, and sexism and anti-sexism within it, focussing both on the possibilities and limitations for critical action, by considering curriculum, interaction, relationships, school ethos and democracy. The chapter clarifies the concepts of progressive education and 'oppositional spaces'. Liberalism was strong in the school in the early seventies. Group characteristics such as sex-gender, race and class are not given a great deal of consideration in the school ethos and organisation. Expressions of masculinity and femininity contain tensions and contradictions in Greenfield, which to some extent are specific to it as a progressive school. Democracy in the school has been confined to the sphere normally occupied by a head teacher. Democracy was considered integral to the school ethos by a majority of the teachers.
