Abstract
This paper aims to examine under what conditions teachers put education tackling gender discrimination into practice in public schools and what problems they have. Feminists have made an issue of gender discrimination hidden in schools calling on teachers to ‘reform their own awareness’ and push forward with educational practices to correct the situation. How these practices are carried out, has, however, been overlooked. Based on field work at a particular school I found that a teacher who sought to handle gender problems aggressively had a hard time with the attitudes of some children, especially a few of the boys. This suggests that this dilemma is a logical consequence of thoughts about anti-gender discrimination not fitting into existing school structures.
