ABSTRACT
Of the many provocative topics in my undergraduate social foundations of education course, no discussion brings more anger, tears, confusion, and hostility than our readings and discussion about gay and lesbian issues. Within a spiraling curriculum that interrogates race, social class, gender and their myriad intersections, gay and lesbian issues in educational policy and practice remain the most volatile in this class. Knowing such, I continue to experiment with different pedagogical approaches that focus not only on the roots of sexism, discrimination, bigotry, and hate, but also on the ways in which these students as future educators are ethically obligated to confront their own attitudes and beliefs about gays and lesbians in schools-their students, their students’ parents or family members, their fellow teachers and administrators.
