We now know more about gay, lesbian, bisexual and transgender (GLBT) youth and teachers, but it seems educational theories and institutions have failed to keep up. Rodriguez (cultural foundations of education and women's and gender studies, The College of New Jersey) and Pinar (curriculum theory, U. of British Columbia) and their contributors understand that much of the work that has gone before to achieve equity has focused on the GLBT student or teacher as "other;" they respond by providing new insight into what it might mean in theory and practice to queer straight teachers. Their topics include what straight teachers need to know about queer theory, the role of science, experiences of surviving straightness, creating queer carnival and aesthetic dimensions in the classroom, queering discourse and identity in education (including for those who are intermittently queer), getting dialog between scientism and the queer curriculum, and making homosexuality a pedagogical consideration. Annotation 2007 Book News, Inc., Portland, OR (booknews.com)
