<p>Despite significant progress towards gender equality brought about through cultural shifts such as the #MeToo movement, this article demonstrates the continued challenges that teachers face in identifying as feminist teachers. Drawing on qualitative data from a series of interviews with six teachers in three Victorian independent schools, and the researcher’s own teaching journals, this paper uses feminist poststructural discourse analysis to examine sites of struggle in curriculum work. The research was conducted as part of a broader research project examining gender justice work in English classrooms. The experiences of teachers revealed significant discomfort in identifying and owning the gender politics of their pedagogies. This study suggests three ways feminist teachers may position themselves to their teaching: as ally, suffragette and survivor. Ultimately, this research highlights the ongoing tension that feminist teachers experience in doing whole population gender justice work. This study highlights the need for the reinvigoration of feminist teaching communities so that teachers feel safe and supported to do gender justice that they state is not just “academic work” but “life or death”.</p>