Both Women's Studies courses and the mainstreaming of Women's Studies material within the regular disciplines are essential pedagogical strategies for making curriculum responsive to the gendered context of schools, but it is also important to formulate a gender-fair model of education. After explaining the need for and benefits of gender-fair education, this paper presents criteria for gender-fair epistemology, curriculum, and pedagogy through examining and critiquing five learning models and presenting examples of feminist pedagogy appropriate to the gender-fair classroom. The objectives of gender-fair education are defined as seeking to enable students to develop a critical perspective toward all knowledge, and to empower all students to become equal and active participants in this critical educational process. The five pedagogical models critiqued are: (1) "Talking Head" pedagogy, which seeks to reproduce the common wisdom of established knowledge; (2) "Humanistic Education," in which learners and teachers interact to produce knowledge; (3) "Critical Pedagogy," in which teachers and learners produce knowledge through a collective examination of their socio-economic situations; (4) "Early Feminist Pedagogy," which emphasizes the collective production of knowledge, focusing on gender and sexism as universals; and (5) "Critical Humanism," which combines the thinking of humanists, critical pedagogues, and feminist educators, and centers the problems of race, social class, ethnicity, and sexual orientation. (Author/PAA)