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Findings are presented from research in a teacher education course on diversity and the social studies that takes gender and sexuality as subject matter. Five themes emerge from five years of qualitative data related to teaching the course and following the experiences of graduates attempting to apply their learning to new teaching situations. The author offers ideas for infusing discussion of sexuality and homophobia into social studies teaching and teacher education as well as professional development workshops in schools.
Drawing on hermeneutic qualitative research, this article presents the findings of a project on "homoerotic narratives and identity politics," which focuses on the complex social dynamics among peers underlying secondary processes of socialization in schools. …
