ABSTRACT
After a few years on the social justice educational conference circuit, we observe that despite the feminization of teaching, apparently no one wants to be perceived as teaching like a girl. For us, the evidence is clear: pre-service teacher education programs that routinely ignore gender; critical pedagogues who neglect to mention feminist and queer contributions to movements for educational justice; and the erasure of a gender, sexuality, race and power analysis from our nation’s obsessive discussions about academic success of boys are just three of what could be many examples. Girls, feminisms and queers are not just left behind in education, we are the toxic outsiders.
