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Proceed with Caution: Managing Desire in the Classroom

Proceed with Caution: Managing Desire in the Classroom. Donny Peters Doctoral Candidate Graduate Teaching Assistant Department of Communication Studies. Film Clip. Examining Desire and Pedagogy. Theories of Desire Sexual Harassment in the classroom

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Proceed with Caution: Managing Desire in the Classroom

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  1. Proceed with Caution: Managing Desire in the Classroom Donny Peters Doctoral Candidate Graduate Teaching Assistant Department of Communication Studies

  2. Film Clip

  3. Examining Desire and Pedagogy • Theories of Desire • Sexual Harassment in the classroom • Desire is a productive pedagogical tool • Suggestions to manage desire in the classroom

  4. Theories of Desire • Psychoanalysis • Freud • Desire as instinct • Lacan • Desire as lack • Post Structuralists • Foucault • Focus on “bodies and pleasure” • Grosz • Desire as a force of positive production

  5. Discussion

  6. Feminist perspectives • “Say no to sex” feminists • “Say yes to sex” feminists

  7. Say No to sex feminists • Desire is a form of power • Consensual relations among teachers and students are not possible • Women who attempt to liberate themselves through sexual desire fall prey to the logic of patararchy

  8. Say yes to sex feminists • Desire is an essential component for women’s agency • Consensual relations among teachers and students is possible • Denying desire provides no recourse for resistance

  9. Sexual harassment in the classroom

  10. Types of sexual harassment • Quid pro quo • Hostile environment

  11. Harassment in the classroom • Sexual harassment remains an issue of concern at colleges and universalities • Students may face sexual harassment in extracurricular activities • Some policies have placed sexual harassment in the realm of private

  12. Desire as a pedagogical tool

  13. Maintaining Student Interest • "It is quite an achievement the way teachers manage to make learning unpleasant, depressing, gray, unerotic!” (Foucault, 1974,P.52) • Lacan – Ignorance • Freire – Banking model

  14. What desire can bring to the classroom • Desire creates interest in learning (Nehring 2001) • “Our passion for the power of learning, our delight in the flirtatiousness of intellectual debate, in the game of competing...in the sexiness of winning“ (Kirby, 1994 P. 19) • Desire is an essential component to creating identity in the classroom (Pellegrini, 1999)

  15. Managing Desire in the Classroom

  16. Suggestions • Create an environment of free expression. • Express enjoyment for what you do. • Engage your students and your teachers as if they were human • Share a part of yourself in the classroom

  17. Suggestions, Cont… • Externalize your desire for others through your work. • As a teacher try to express how you see the student as yourself. • Acknowledge and support others educational and at times relational desires

  18. Question 1 • Do you feel there is a possibility for the expression of desire in the classroom?

  19. Question 2 • Do you have any more suggestions as to how we (both students and teachers) channel our desires in a way use them as a productive aspect of pedagogy?

  20. The End • Thank you for your attendance and participation. If you have any more questions or would like more literature on the topic feel free to e-mail me at aw3458@wayne.edu

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