| Abstract: | There are strong arguments for teaching Women's Studies to teachers of both sexes in order that they might effect changes in schools concerning the validity of female experience. Some of the difficulties in teaching mixed-sex groups of student teachers are described through two short case studies of male disruption. These seem to point to the desirability of working in single-sex groups. Ironically this conclusion is often most quickly reached by women through the experience of being in the mixed-sex group. |
