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The very idea of re-imagining and rewriting judicial opinions from a feminist perspective arises from the sense that the original judicial opinions did not "do justice" in either process or outcome. Nearly a dozen feminist judgments projects around the world have addressed this sense of injustice by demonstrating how a judgment's reasoning or result (or both) would have been different if the decision makers had applied feminist perspectives, theories,and methods. Using the resulting re-imagined feminist judgments in the classroom can help students in a myriad of ways, but especially in developing their own roles in addressing what they perceive to be the gaps between law and justice. Reading the rewritten feminist judgments introduces students to often-neglected problems of gender and racial justice, provides templates and resources for making social justice arguments, and helps students think critically and creatively.

In Part I, the contributors describe their own experiences teaching with feminist judgments. In Part II, the participants detail students' reactions to working with the feminist judgments. In Part III, the contributors articulate their pedagogical goals in using feminist judgments and the intended learning outcomes, in terms of developing students' ability to think critically and hone their advocacy skills. Part IV invites law faculty (and students) to consider how teaching with feminist judgments could be expanded or broadened in the future, including the possibility of cross-border collaborations with students simultaneously undertaking parallel studies in multiple jurisdictions. Part V discusses feminist judgments as a blend of activism, pedagogy, and scholarship.Finally, the conversation concludes by suggesting that more instructors consider teaching with feminist judgments because of their positive impact on students' learning and professional development.