This response to the articles by Diana Wallace and Samantha Pinto seeks to locate the negotiation of gendered identities in the classroom within the larger study of the dialogic relations between texts, teachers, and students. Teaching, it proposes, is not a second-order derivative of scholarship, but a cultural form in its own right. The article suggests the continuing cultural and ethical importance of the study of masculinities within textual subjects, and argues the need to complement research on the experience of teachers with paying detailed attention to student writing and the student experience. (Contains 4 notes.)