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. This book 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, the book 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. It begins with a preface, "Just Queer It" (Nelson M. Rodriguez) and an introduction, "A Queer Conversation, Toward Sustainability" (William F. Pinar). The following chapters are then presented: (1) "But I'm Not Gay": What Straight Teachers Need to Know about Queer Theory (Elizabeth J. Meyer); (2) Beyond Nature: Critically Engaging Science to Queer Straight Teachers (Jane L. Lehr); (3) Queerly Fundamental: Surviving Straightness in a Rural Southern High School (Reta Ugena Whitlock); (4) The Queer Story of "The Heterosexual Questionnaire" (Mary Louise Rasmussen, Jane Mitchell, and Valerie Harwood); (5) Beyond Soldiers in the Closet: Creating Queer Carnival and Aesthetic Dimensions in the Classroom (Yin-Kun Chang); (6) Punk'd (William F. Pinar); (7) Intermittently Queer (Cris Mayo); (8) From Teacher Knowledge to Queered Teacher Knowledge Research: Escaping the Eoistemic Straight Jacket (John E. Petrovic and Jerry Rosiek); (9) Snuff Curricula of Vulgar Scientism Meet the Queer Curriculum (Karen Anijar and Angelika Foerst); (10) Giving an Account of Queer: Why Straight Teachers Can Become Queerly Intelligible (David V. Ruffolo); and (11) Queer Theory and the Discourse on Queer(ing) Heterosexuality: Pedagogical Considerations (Nelson M. Rodriguez).