Performing A/Sexual Teacher: The Cartesian Duality in Education

Johnson, Tara Star

doi:10.1080/10714410600873175

Cited by 11 publications

(8 citation statements)

References 13 publications

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“…As a consequence, 'teachers are not supposed to have bodies, let alone sexually functioning ones' (Johnson 2006, 255), and 'professors rarely speak of the place of eros or the erotic in [their] classrooms' (hooks 1994, 191). However, critical research on education and sexuality also suggests that the frisson of eroticised attraction can emerge within the pedagogical relationship as a significant and sometimes positive experience for some teachers and students (Bellas and Gossett 2001;Gallop 1997;Johnson 2006;Jones 1996;McWilliam 1999;Sikes 2006Sikes , 2010. While much of the research that celebrates the embodied erotic pleasures of teaching has been written by feminist educators, it is notable that for male teachers, sexual intimacy with female students continues to be framed as predatory sexual harassment and, as such, is inclined to generate moral panic (Gallop 1995;Jones 1996;Sikes 2008Sikes , 2010.…”

Section: Data Analysis Frameworkmentioning

confidence: 99%

White Western male teachers constructing academic identities in Japanese higher education

Appleby

2014

Gender and Education

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In research on gender and teaching in higher education, the experiences of male teachers as men, and of whiteness in a non-majority-white context have received little attention. As one step towards addressing this gap in the literature, this paper analyses interview accounts of white Western men working as English language teachers in Japanese higher education. The paper demonstrates, first, ways in which disembodied academic identities are constructed by erasing the men's racialised gender and sexuality. Second, it shows how favourable images of white Western male teachers are produced through a series of negative contrasts based on gender and race. Third, it suggests that men's homosocial networks may serve to facilitate male predominance in the Japanese university system. The analysis contributes to current understandings about the construction of white Western masculinities in academic institutions, in international education, and in English language teaching as a globalised industry.

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Section: Data Analysis Frameworkmentioning

confidence: 99%

White Western male teachers constructing academic identities in Japanese higher education

Appleby

2014

Gender and Education

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“…Is "teacher" a kindly mother figure, swaddled in sweaters adorned with apples and crayons and school buses (Atkinson, 2008)? Does the teacher body blandly fade away amidst school walls, unassuming and rather unnoticeable in dull daily outfits (Atkinson, 2008;Johnson, 2006)? Is the teacher body ever so slightly subversively sexy in short skirts and vixen-worthy knee high boots (Johnson, 2006)?…”

Section: The Stereotypical Lookmentioning

confidence: 99%

“…Does the teacher body blandly fade away amidst school walls, unassuming and rather unnoticeable in dull daily outfits (Atkinson, 2008;Johnson, 2006)? Is the teacher body ever so slightly subversively sexy in short skirts and vixen-worthy knee high boots (Johnson, 2006)? We all know that teachers can be soft and nurturing, with a gentle touch and a caring smile (Wall, 2008).…”

Section: The Stereotypical Lookmentioning

confidence: 99%

To feel a look, To see the flesh: Phenomenological reflections of a pierced and tattooed pre-service teacher

Howard

Lloyd

2013

Cult. and Ped. Inq.

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If scholarship is an art-form, if teaching is an art-from, then scholar and teacher express themselves well… A body artist who is no good messes up the skin with ink blobs. Let us not teach in ink blobs, let us not write in ink blobs. (Morris, 2008, p. 100) AbstractThis phenomenological reflection invites us to consider what it feels like to be looked at, as a visibly pierced and tattooed pre-service teacher, by a supervising principal. Drawing from Maurice Merleau-Ponty"s phenomenology of perception, theories of the look in education forwarded by Madeleine Grumet, Michel Foucault"s notion of the disciplinary gaze and Luce Irigaray"s work on intersubjectivity, this article delves into the layers of meaning within a piercing moment. This inquiry thus fleshes out what it feels like to be seen as a body-modified teacher in comparison to that of the "expected teacher" image during a time of struggle when one"s newly-forming teacher identity clashes with one"s personal self-identity. It also provides context for better understanding, both palpably and politically, the sense of vision in education from various perspectives: looking within, looking down, the uniform look, the stereotypical look and the mutual look.

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“…The absence of studies that explore heterosexuality in TESOL might be explained by the difficult, and often taboo, nature of sexuality in the classroom, where “relationships between male teachers and female students are sexualized as harassment” (Gallop, , p. 81). And yet research on education outside of the TESOL field suggests that the frisson of eroticised attraction that can emerge within the pedagogical relationship is a significant experience for some teachers and students (see, for example, Gallop, ; T. S. Johnson, ; Sikes, ). This article takes up the difficult question of teacher–student heterosexual attraction, the taboo issue that simmers on the edge of Ben's account of Valentine's Day, as a topic that is worthy of investigation within the domain of gender and TESOL.…”

Section: Masculinity and Heterosexuality As Unmarked Categories In Tesolmentioning

confidence: 99%

Desire in Translation: White Masculinity and TESOL

Appleby

2012

TESOL Quarterly

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This article reports on a study of Western male English language teachers and considers the ways in which their identities were shaped in relation to discourses of masculinity and heterosexuality. The article first argues that masculinity and heterosexuality have remained unmarked categories in research on TESOL teacher identities. It then draws on interview data with 11 White Australian men and considers the discourses of gender and sexuality in their accounts of English language teaching in Japanese commercial eikaiwa gakkô (English language conversation schools). The analysis suggests that although some enjoy the privileges that attach to being a White, Western male, they also struggle to negotiate the eikaiwa gakkô as a contact zone where the professional and personal, the educational and commercial, the pedagogical and the sexual coexist. In this ambiguous space, discourses of White male embodiment, and of sexualised desire between teacher and student, are perceived to be in conflict with discourses of an acceptable masculine professional identity, and may limit the professional and pedagogical aspirations of the male teachers. The article concludes that it is timely for conversations about gender and sexuality as aspects of professional identity to include accounts of masculinity and heterosexuality as integral to professional practice in TESOL. doi: 10.1002/tesq.51 Ben: We had a contest around Valentine's Day, who could cover their desk in chocolate the fastest.Ros: This was a contest amongst the men?Ben: Yes, the women had a duty to buy chocolate for the men.Ros: Was that a Japanese custom?Ben: Yes, the idea was to cover your desk with chocolate, because you could. So you'd try to curry favour with the students, but that wasn't difficult

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Performing A/Sexual Teacher: The Cartesian Duality in Education

Cited by 11 publications

References 13 publications

White Western male teachers constructing academic identities in Japanese higher education

White Western male teachers constructing academic identities in Japanese higher education

To feel a look, To see the flesh: Phenomenological reflections of a pierced and tattooed pre-service teacher

Desire in Translation: White Masculinity and TESOL

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