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This article explores both dominant and counternarratives about the work of teachers (and teaching) articulated through representations of substitute teachers. Using the notion of deviant historiography, the author uses the representation of substitute teachers to render visible the assumptions that govern the boundaries of professionalism. The author's exploration begins with a brief discussion of the professional teacher as constructed in educational reform. The author then presents three images of substitute teachers—the incompetent, unqualified teacher; the deviant outsider; and the guerilla superhero—that proliferate in popular cultural and educational practitioner discourses on teaching. Finally, the author discusses the significance of these images through an analysis of how other teachers function in the context of teacher shortage, educational reform, and school practice.

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In this article, I discuss how the space of the classroom is a contested object that is constituted by historical, cultural, political, social, psychological, and discursive practices (Lefebvre in The production of space, Blackwell, Oxford, UK, 1991). I then employ Deleuze and Guattari's notion of ''assemblage'' to characterize the ways in which educational spaces cohere ''content and affect'' quoted in Puar (Terrorist assemblages: Homonationalism in queer times, Duke University Press, Durham, 2007, 193) into discursive figures of the heteronormative and racialized national ''family.'' Finally, I argue that in order to advance contemporary theorizing on safe space we might consider shifting the metaphor of the classroom (and/or schooling) as a situation of home (in loco parentis) to that of a metaphor of camp. As a discursive practice, ''camp'' is like ''home'' in that it has multiple associations of past histories. However, the advantage of the metaphor of classroom as camp allows for a more capacious range of past histories of association, from recreation to temporary inhabitation to forced relocation, thus foregrounding the innate political implications of theorizing space. Moreover, the metaphor of camp implies transience (whether real or imaginary) while keeping in mind the partial and situated nature of particular places and spaces. Foregrounding the transient component/feature of safe space allows us to make visible and explore the possibilities and limitations of conceptualizing relations of power as circuitous, contested and performative through competing claims to particular places as objects of safety.Keywords Feminist Á Transnational Á Queer Á Post-structural frameworks of space To study emotions like fear and feeling safe requires that we attend to processes of movement and attachment of the objects of fearfulness and security, but also to attend to the ''past histories of association'' that caused these affects to be attached to particular objects. (Stengel, current issue)

This article traces the concept of reciprocity in historical and contemporary constructions of qualitative research methodology. It demonstrates how a particular construct—even if designed to serve as a liberatory corrective to hegemonic practices of social science (i.e., positivist)—can and does materialize into texts that reinscribe some of the foundational assumptions against which we position ourselves. Specifically, the author’s analysis explores textual and material accounts of reciprocity and the implications of these practices by centering on three nodes: (a) the construction of reciprocity historically within ethnographic discourses, (b) the (feminist) practice of conceptualizing reciprocity in terms of individual interpersonal relationships in the field, and (c) deconstructive approaches to ethnography and the implications for reconceptualizing reciprocity. Through this investigation, the author argues that deconstructive analysis encourages researchers to sustain a commitment to issues of power but redirects the locus of attention from individual exchanges to the representations we produce.