Journal of LGBT Youth, 7:359–363, 2010 Copyright © Taylor & Francis Group, LLC ISSN: 1936-1653 print / 1936-1661 online DOI: 10.1080/19361653.2010.518536 Flaunting It for Social Justice JANNA JACKSON University of Massachusetts, Boston, Massachusetts, USA By examining various movements in education in Flaunt It! Queers Organizing for Public Education and Justice, Quinn and Meiners show a systematic and intentional “straightening” of American public schools. Throughout the book, the authors explore how vari- ous public and private realms operate to try to silence queer voices, and they discuss ways to counter this silencing. The book itself is divided up by the educational movements the authors have worked against to try to stave off the heteronormativity being perpetuated by the myths of school choice (Chapter 1), the erasure of social justice and queers in particular in a private entity that sets standards for teacher education (Chapter 2), the policies of exclusion of private schools (Chapter 3), the ways in which the teaching profession has been raced and gendered (Chapter 4), and the lack of attention to queer topics in teacher education programs (Chapter 5). KEYWORDS Activism, social justice, queer theory, public educa- tion, civil rights On the back cover of the book Flaunt It! Queers Organizing for Public Education and Justice by Therese Quinn and Erica Meiners (2009), Annette Henry states that the authors “encourage us to see no separation between scholarship and activism” and, indeed, Quinn and Meiners’ book is a work of activism. By examining various movements in education in one book, they show a systematic and intentional “straightening” of American public schools. More importantly, they describe exemplars and difficulties of resisting and challenging these heteronormative actions. In doing so, the authors give readers not only the knowledge and impetus to act but also the tools by which to act. Received 28 January 2010; revised 29 April 2010; accepted 4 June 2010. Address correspondence to Janna Jackson, Assistant Professor, Graduate College of Ed- ucation, University of Massachusetts, Boston, MA, USA. E-mail: Janna.Jackson@umb.edu 359