Abstract
ABSTRACT Today, members of the various lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities enjoy many of the same rights and privileges as their cis-gender, heterosexual peers. Yet, the lived experiences of many queer-identified teachers in schools remain problematic, uncomfortable, and tension-filled. Given the rise of ‘No Promo Homo’ laws that exist in six states and current Supreme Court cases being argued that question whether or not anti-discrimination laws should apply to sexual orientation and gender identity in the workplace, many queer teachers justifiably feel uneasy. In this reflective narrative, I utilized semi-structured interviews to awaken participants’ memories of past classroom experiences. While not engaged in face-to-face interaction, the six queer individuals who participated in this project evoke images of people in conversation from afar. Throughout the narrative, I insert my voice in the hopes of creating larger meaning from the wisdom, advice, questions, fears, and hopes of the six participants.
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