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In this article, Jen Gilbert, Jessica Fields, Laura Mamo, and Nancy Lesko explore the Beyond Bullying Project, a multimedia, storytelling project that invited students, teachers, and community members in three US high schools to enter a private booth and share stories of lesbian, gay, bisexual, trans, and queer (LGBTQ) sexuality and gender. While recent policy making and educational research have focused on links between LGBTQ sexuality and gender, bullying, and other risks to educational and social achievement, Beyond Bullying aimed to identify the ordinary stories of LGBTQ sexuality and gender that circulate in schools and that an interventionist framing may obscure. After offering an overview of the method in Beyond Bullying, this article connects narratives of LGBTQ desire, family, and school life to the intimate possibilities—who students and teachers are, who they want to be, and the social worlds they want to build—available to them in schools.

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his paper examines the contradictory e ects of teaching multicultural education in two American white women' s university classrooms. T he authors use discourse analysis to understand the confusing results of teaching about di erence. In this analysis, course readings and a ® eld trip to an urban school are examined in regard to the instructors' intentions and students' responses. T he authors understand the puzzling results of their teaching by examining the positivist dimensions of their pedagogy, including the belief in rational approaches to overcoming racism, sexism and other systems of oppression, the belief in the possibility of replacing`bad ideas' with`good' ones, and the perpetuation of knowledge grounded in a binary system of meaning-making and language use. T he authors conclude with ideas for a postpositivist approach to knowledge, experience and action, that emphasizes the production of interpretations.We have to relate ourselves somehow to a social world that is polluted by something invisible and odourless, overhung by a sort of motionless cloud. It is the cloud of givenness, of what is considered`natural' by those caught in the taken-for-granted, in the everydayness of things.Maxine Greene (1995: 47) [I]n the end, non-identity is antagonistic; it always threatens`the survival of cooperative relationships' . In the end, only the sign of the Same, of the replication of the one identical to itself, seems to promise peace. Donna Haraway (1989: 369) Close Encounters of the T hird Kind, a tale of contacts between aliens and humans, re-presents our analysis of knowing and teaching in the area of multiculturalism. This 1977 ® lm, directed by Steven Spielberg, narrates the movements from sightings to communication to face-to-face contact of alien beings and human beings. T he ® lm portrays a range of responses to the increasingly close contacts: some people¯atly deny that any meetings with alien spacecraft occurred and angrily demand to return to their former lives. Others are`invited' by the aliens to learn more, to have personal j. curriculum studies, 1998, vol. 30, no. 4, 375± 395 Nancy L esko teaches curriculum theory at