ABSTRACT
Schools are fertile locations to foster social change and fortify the social, economic, political, and cultural status quo (Anyon, 1995; Apple, 1995; Bowles & Gintis, 1976). The production of knowledge occurring within classroom spaces, as well as the lapses and inclusions of gender and sexuality in teaching and learning, demands thoroughgoing and complicated analyses. Without such analyses, there is a risk of the continuation and promotion of gender and sexuality-based stereotypes (Arnot, 2002; Crocco, 2001; Kimmel, 2000; McCready, 2004).1 The ideals of democratic participation, citizenship, civil rights, historical accuracy and social issues are laced throughout these analyses offering particular salience to educational spaces.
