uch of the focus of anti-homophobic/anti-heterosexist educational theory, curriculum, and pedagogy has examined the impact of homophobia and heterosexism on gay, lesbian, bisexual, and transgender (GLBT) students and teachers. Such a focus has provided numerous theoretical and pedagogical insights, and has informed important changes in educational policy. Queering Straight Teachers: Discourse and Identity in Education remains deeply committed to the social justice project of improving the lives of GLBT students and teachers. However, in contrast with much of the previous scholarship, Queering Straight Teachers shifts the focus from an analysis of the GLBT «Other» to a critical examination of what it might mean, in theory and in practice, to queer straight teachers, and the implications this has for challenging institutionalized heteronormativity in education. This book will be useful in courses on educational foundations, curriculum studies, multicultural education, queer theory, gay and lesbian studies, and critical theory. Much of the focus of anti-homophobic/anti-heterosexist educational theory, curriculum, and pedagogy has examined the impact of homophobia and heterosexism on gay, lesbian, bisexual, and transgender (GLBT) students and teachers. Such a focus has provided numerous theoretical and pedagogical insights, and has informed important changes in educational policy. Queering Straight Teachers: Discourse and Identity in Education remains deeply committed to the social justice project of improving the lives of GLBT students and teachers. However, in contrast with much of the previous scholarship, Queering Straight Teachers shifts the focus from an analysis of the GLBT «Other» to a critical examination of what it might mean, in theory and in practice, to queer straight teachers, and the implications this has for challenging institutionalized heteronormativity in education. This book will be useful in courses on educational foundations, curriculum studies, multicultural education, queer theory, gay and lesbian studies, and critical theory. Preface: Just Queer It vii Nelson M. Rodriguez Introduction: A Queer Conversation, Toward Sustainability 1 William F. Pinar Part One: Queering Straight Teachers: Theoretical Interventions in Curriculum, Pedagogy, and Teacher Education 1. "But I'm Not Gay": What Straight Teachers Need to Know about Queer Theory 15 Elizabeth J. Meyer 2. Beyond Nature: Critically Engaging Science to Queer Straight Teachers 33 Jane L. Lehr 3. Queerly Fundamental: Surviving Straightness in a Rural Southern High School 65 Reta Ugena Whitlock 4. The Queer Story of "The Heterosexual Questionnaire" 95 Mary Louise Rasmussen, Jane Mitchell, and Valerie Harwood 5. Beyond Soldiers in the Closet: Creating Queer Carnival and Aesthetic Dimensions in the Classroom 115 Yin-Kun Chang Part Two: Queer(ing) Discourse and Identity in Education 6. Punk'd 155 William F. Pinar 7. Intermittently Queer 183 Cris Mayo 8. From Teacher Knowledge to Queered Teacher Knowledge Research: Escaping the Epistemic Straight Jacket 201 John E. Petrovic and Jerry Rosiek 9. Snuff Curricula of Vulgar Scientism Meet the Queer Curriculum 233 Karen Anijar and Angelika Foerst 10. Giving an Account of Queer: Why Straight Teachers Can Become Queerly Intelligible 255 David V. Ruffolo 11. Queer Theory and the Discourse on Queering) Heterosexuality: Pedagogical Considerations 277 Nelson M. Rodriguez Contributors 309 Index 313