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the Forbidden Apple in Pedagogy: N egotiating Relationship Boundaries in the Classroom Windi D. Turner Virginia Tech November 2011. Is there something in the chalk dust?. http:// abcnews.go.com/GMA/video/rash-studentteacher-sex-scandals-texas-13654108.
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the Forbidden Apple in Pedagogy: Negotiating Relationship Boundaries in the ClassroomWindi D. TurnerVirginia TechNovember 2011
Is there something in the chalk dust? http://abcnews.go.com/GMA/video/rash-studentteacher-sex-scandals-texas-13654108
the classroom is a minute community in itself where students and teachers intermingle
it is more than knowledge, skills, and competencies perceptions and attitudes towards teachers and subject matter are formed (Okoro & Washington, 2011)
an “erotic” classroom? positive and negative connection exists between: eros desires pedagogy sexuality Some feminists enunciate the correlation between sexuality and pedagogy as either oppressiveoremancipatory. Other feminists consider the relationship to be both enabling and hindering (Trethewey, 2004).
“twisted teacher?” The education profession loses a level of credibility with each report of educator sexual exploitation (Shoop, 2004). The media and pop culture in general have manipulated these accounts as a platform for scenes in sitcoms, plots for the big screen, and even in-so-far as stereotyping teachers. Are “twisted teachers on the loose?” (Karnasiewicz, 2006)
Recognizing how teachers cross the emotional, physical, and ethical boundaries is an essential dialogue for educational research encompassing teacher embodiment (Johnson, 2004). images and stories suggest mixed social opinions of where the boundary between mentor, friend, and lover exists Lacking insufficient tools and a mentorship necessary to understand the eroticism within the classroom can lead to unresolved romantic dilemmas for both teachers and students (May, 2009).
“love” and “pedagogy” in the same sentence? “I love teaching” Love can function as the inspiration for students to pursue knowledge and it can unify a teacher and student in their quest for knowledge. The love of learning can rouse students to challenge knowledge, thus, pressing its parameters. Although love has been regarded as a positive power in teaching and learning, its necessity has been confronted by the problematic phenomenon of teacher-student sex scandals (Cho, 2005).
Professional Development Future research of the emotional dynamics of the teacher-student relationship would provide greater clarity for investment in professional development addressing the many professional complexities in teaching. Stakeholders in education should be aware of the complex eroticism that exists in pedagogy and understand ways to manage the boundaries.
References Cho, D. (2005). Lessons of love: Psychoanalysis of teacher-student love. Educational Theory. 55(1), 78-95. Johnson, T. S. (2004). “It’s pointless to deny that the dynamic is there: Sexual tensions in secondary classrooms. English Education. 37(1), 5-29. Karnasiewicz, S. (2006). In student-teacher sex scandals, is there a double standard? http://www.salon.com/2006/01/17/teacher_sex_2/ May, J. (2009). A challenging vision: the teacher-student relationship in The Heartbreak Kid. Journal of Australian Studies. 33(4). 405-415. doi: 10.1080/14443050903308642 Okoro, E., & Washington, M. (2011). Communicating in a multicultural classroom: A study of students’ nonverbal behavior and attitudes toward faculty attire. Journal of College Teaching & Learning, 8(7), 27-37. Shoop, R.J. (2004). Sexual exploitation in schools: How to spot it and stop it. Thousand Oaks, California: Corwin Press. Trethewey, A. (2004). Sexuality, eros, and pedagogy: Desiring laughter in the classroom. Women and Language. 27(1). 34- 39.
