Patrick M. Jenlink is Regents Professor, E.J. Campbell Endowed Chair in Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• PrefaceAcknowledgementsChapter 1– Negotiating Identity as Teacher—A Critical Pedagogy of Learning to TeachPatrick M. JenlinkChapter 2– Performativity and Disidentification: Subverting Identity Politics Through Stereotypical Embrace or RejectionAdam j. Greteman & Ira David SocolChapter 3– LGBT Teacher Identity: Transgressing the Linear and Into the Spherical Identity ModelMegan S. KennedyChapter 4– Understanding and Undermining HeteronormativityHeather HickmanChapter 5– Shh . . . Out: From Silence to Self—How Experiences as Gay and Lesbian Teachers Inform TeachingJana JacksonChapter 6– Teachers as Sexual StrangersSteve FifieldChapter 7– The Personal is Professional: Understanding Schools as Cultural Institutions through the Identities of Mother/Educator/LesbianLaura A. BowerChapter 8– Dismantling Straight Privilege: Alternate Conceptions of Identity and EducationTonette S. Rocco, Hilary Landorf, and Suzanne GallagherChapter 9– GLBT, Teacher Identity and the Pre-service TeacherStephanie Lynn DazaChapter 10– Epilogue: Sexual Orientation, Identity Politics, and Teaching: LGBTQ Teacher Identities (Re) consideredPatrick M. JenlinkEditor and Authors

A powerful and timely collection that uses a LGBTQ perspective to interrogate the normative ideological effects of heteronormativity on teacher educators and preservice and practicing teachers, especially when transgressing the inherent reproductive conservatism of public schools. This books calls for a deep equity by advancing research and scholarship as to how a critical pedagogy of identity can improve teaching and teacher education. Viewed through an intersectional lens of LGBTQ and teacher identities along with pedagogy, each chapter offers educators at all levels a transformative standpoint on teaching and learning.

Patrick M. Jenlink is Regents Professor, E.J. Campbell Endowed Chair in Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• PrefaceAcknowledgementsChapter 1– Negotiating Identity as Teacher—A Critical Pedagogy of Learning to TeachPatrick M. JenlinkChapter 2– Performativity and Disidentification: Subverting Identity Politics Through Stereotypical Embrace or RejectionAdam j. Greteman & Ira David SocolChapter 3– LGBT Teacher Identity: Transgressing the Linear and Into the Spherical Identity ModelMegan S. KennedyChapter 4– Understanding and Undermining HeteronormativityHeather HickmanChapter 5– Shh . . . Out: From Silence to Self—How Experiences as Gay and Lesbian Teachers Inform TeachingJana JacksonChapter 6– Teachers as Sexual StrangersSteve FifieldChapter 7– The Personal is Professional: Understanding Schools as Cultural Institutions through the Identities of Mother/Educator/LesbianLaura A. BowerChapter 8– Dismantling Straight Privilege: Alternate Conceptions of Identity and EducationTonette S. Rocco, Hilary Landorf, and Suzanne GallagherChapter 9– GLBT, Teacher Identity and the Pre-service TeacherStephanie Lynn DazaChapter 10– Epilogue: Sexual Orientation, Identity Politics, and Teaching: LGBTQ Teacher Identities (Re) consideredPatrick M. JenlinkEditor and Authors

A powerful and timely collection that uses a LGBTQ perspective to interrogate the normative ideological effects of heteronormativity on teacher educators and preservice and practicing teachers, especially when transgressing the inherent reproductive conservatism of public schools. This books calls for a deep equity by advancing research and scholarship as to how a critical pedagogy of identity can improve teaching and teacher education. Viewed through an intersectional lens of LGBTQ and teacher identities along with pedagogy, each chapter offers educators at all levels a transformative standpoint on teaching and learning.

Patrick M. Jenlink is Regents Professor, E.J. Campbell Endowed Chair in Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• PrefaceAcknowledgementsChapter 1– Negotiating Identity as Teacher—A Critical Pedagogy of Learning to TeachPatrick M. JenlinkChapter 2– Performativity and Disidentification: Subverting Identity Politics Through Stereotypical Embrace or RejectionAdam j. Greteman & Ira David SocolChapter 3– LGBT Teacher Identity: Transgressing the Linear and Into the Spherical Identity ModelMegan S. KennedyChapter 4– Understanding and Undermining HeteronormativityHeather HickmanChapter 5– Shh . . . Out: From Silence to Self—How Experiences as Gay and Lesbian Teachers Inform TeachingJana JacksonChapter 6– Teachers as Sexual StrangersSteve FifieldChapter 7– The Personal is Professional: Understanding Schools as Cultural Institutions through the Identities of Mother/Educator/LesbianLaura A. BowerChapter 8– Dismantling Straight Privilege: Alternate Conceptions of Identity and EducationTonette S. Rocco, Hilary Landorf, and Suzanne GallagherChapter 9– GLBT, Teacher Identity and the Pre-service TeacherStephanie Lynn DazaChapter 10– Epilogue: Sexual Orientation, Identity Politics, and Teaching: LGBTQ Teacher Identities (Re) consideredPatrick M. JenlinkEditor and Authors

A powerful and timely collection that uses a LGBTQ perspective to interrogate the normative ideological effects of heteronormativity on teacher educators and preservice and practicing teachers, especially when transgressing the inherent reproductive conservatism of public schools. This books calls for a deep equity by advancing research and scholarship as to how a critical pedagogy of identity can improve teaching and teacher education. Viewed through an intersectional lens of LGBTQ and teacher identities along with pedagogy, each chapter offers educators at all levels a transformative standpoint on teaching and learning.