Negotiating the Self

Reviews / Votes

"This book uses key insights from queer theory to understand the experiences of LGBT teachers and, in the process, sheds light on both subjects. Those interested in both the 'real world' experiences of LGBT educators and in developing a theoretical framework for understanding them will find this a fascinating read." -- Kevin Jennings, Executive Director, Gay, Lesbian, and Straight Education Network (GLSEN)
"Kate Evans inaugurates new directions for teacher education: not those that instruct identity-although she offers a lively history of this dreary insistence-but rather, those that invite the cinematic scenery of identity to unfold in slow motion, and so compose that accidental mix of education, desire, prohibition, character, with the stuff of queer dreams." -- Deborah P. Britzman, Professor of Education and Social and Political Though, York University, Toronto
"In this nuanced text, Kate Evans helps us understand how we negotiate the difficult terrain of self and identity, and how our identities impact our work as teachers. Evans' keen insights force us to reflect on our own lives." -- Bill Tierney, Wilbur Kieffer Professor of Higher Education, University of Southern California
"This is an exciting and important book . . . Kate Evans has advanced significantly our understanding of the pedagogical politics of emotion." -- from the foreword by William F. Pinar, author of Queer Theory in Education
"What else can we feel like when we feel like teaching? All at once, Evans' surprising and important study shows us the utter complications of the public and the private, of what happens when the teacher's self becomes both a unit of study, and a relation called desire. We meet crucial and new questions for teacher education: what does sexuality have to do with teaching? If sexuality is inextricably tied to and made from our sense of self and others how can we think from the matter of eros in learning and teaching? Evans' moves are bold, engaging, and compassionate in her study of learning from the emotional work of gay teachers." -- Deborah P. Britzman, Professor of Education and Social and Political Thought, York University, Toronto.
"Our author inaugurates new directions for teacher education: not those that instruct identity-- although she offers a lively history of this dreary insistence-- but rather this study raises original questions that invite the cinematic scenery of identity to unfold in slow motion and so compose that accidental mix-up of education, desire, prohibition, character, with the stuff of queer dreams. With skill, humor, and verve, Evans invites readers behind the scenes of queer theory in education to ponder the ethical work of learning from gay-identified teachers. Let us welcome this queer ethnography for it enlivens and sets to work the libidinal qualities of teaching and learning in a field called teacher education." -- Deborah P. Britzman, Professor of Education and Social and Political Thought, York University, Toronto.
"Kate Evans uses key insights of 'queer theory' to understand the experiences of LGBT teachers and, in the process, sheds light on both subjects. Those interested in both the "real world" experiences of LGBT educators and in developing a theoretical framework for understanding them will find this a fascinating read." -- Kevin Jennings, Executive Director, GLSEN (Gay, Lesbian and Straight Education Network)
"In a carefully nuanced text, Evans mixes interviews, theory and personal biography to help us understand how we might negotiate the difficult terrain of self and identity. The text moves back and forth from the local to the global so that we are constantly trying to understand how teachers make sense of their selves, and how our personal identities impact our work as teachers. This is a book full of thoughtful insights that forces us to reflect on our own lives." -- Bill Tierney Wilbur Kieffer Professor of Higher Education
"I highly recommend that all supervisors of student teachers, cooperating teachers, and preservice teachers read Evans' book since it will provide an excellent framework for understanding the heteronormativity prevalent in our universities, teacher education programs, and public schools today... This book is a must read for all teacher educators and preservice teachers. It begins to break the silence that has been condoned for too long." -- Teacher's College Record