Taking the standpoint of women in a teacher education course

The issue of gender and schooling has exercised the interests of a number of researchers for the last 25 years. Interestingly, relatively little work has been done on gender in initial teacher education. This paper offers some insights into how teacher education might represent the ‘standpoint of women’. It addresses the question of whether an initial teacher education programme can operationalise foundational ideas of social justice in curriculum and teaching studies subjects. It presents an account of what has been achieved in the initial development of one teacher education subject and provides details of its evaluation based on what students thought about it.