Abstract
This paper seeks to explore the relation between sexuality and pedagogy. This theoretical concern is examined with reference to two key pedagogical moments during a first‐year undergraduate course about schooling and sexuality. Through critical reflection of these episodes it is argued that when sexuality is the intellectual focus of a course, the pedagogical scene becomes inescapably ‘sexual’. While existing research analyses desire between teacher and student as a potential element of the pedagogical scene, this paper investigates how sexuality might manifest more generally and offer a pedagogical resource in educational encounters. The possibility of a sexual and embodied pedagogy that explicitly invites students to be sexual subjects in a space that traditionally prioritises mind over body is considered. How teacher and student subjects are invoked and to what ends this might be pedagogically productive are also investigated.
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