UPDATE: The Teacher's Body (10/15/05; journal issue)
***UPDATED CFP: New October 15 deadline!!!***
The Teacher's Body
A Special Issue of The Review of Education, Pedagogy, and Cultural Studies
guest edited by Leda M. Cooks and Kathleen LeBesco
Call for Papers
While much critical attention has been given to the disciplinary moves
which have created the student body in education, the significance of
teachers' bodies remains central to the production of knowledge. Among
other things, the teacher historically has represented the division
between public (institutional) knowledge and private mind, between the
Kantian idealized mind and the imperfections of the body. Western and
Christian philosophy from the synoptic Gospels to Augustine to Locke, Kant
and Marx (among others) has served to uphold the role of the teacher as
the conduit through which knowledge is transferred to the student. In this
view, the extent to which the teacher's body is an imperfection in the
system—an impediment to the flow of information to the mind of the
student—determines the true "objectivity" of learning. This debate over
the place and role of the body in meaning making, we argue, was and is a
central problematic for education and learning.
For this special edition we seek articles that examine this problematic
through the signification of the teacher's body and the spaces in which
teachers perform their identities. Teaching as performance implies an
audience even as that audience implies certain types of (expected)
performances. We are looking for smart, lively essays that examine the
construction of the teacher's body inside and outside the spaces of
schooling and the meanings made about school, education and learning in
that construction. We are interested in public/private dualisms that are
creative of teacher's spaces, as well as the performances that are
required of teachers to maintain their status as (in)visible containers of
Possible themes/topics/questions include, but are not limited to:
• How do discourses assumed to be private (the body) become part of the
public space in the process of evaluating intellectual competency?
• What are the pedagogical functions of a teacher's body that is marked by
difference (e.g., disabled, aging, youthful, bearing body art, visibly
ill, exceptionally attractive, very thin/fat/short/tall, etc.)?
• How are teachers' bodies marked through racial and racist knowledges
even as these bodies are made and remade in and through interaction and
performances in the classroom?
• Given the phenomenological experience of being in one's teacher body,
what pedagogies might such a reflexivity might present?
• What kinds of pedagogical actions/interventions are possible from the
space of the teacher's body?
In this special issue, we want to move toward a pedagogical stance that
opens up dialogue in and through the teacher's body. Through drawing
attention to how the body performs through (non-) conformity, we hope not
only to deconstruct power/body relations but to offer a means to disrupt
them. This call for papers specifically address the interdisciplinary
interests of critical pedagogy, critical geography, feminist studies,
performance studies, and cultural studies (among other approaches) as they
are concerned particularly with the condition of the body in postmodern
thought, and specifically the political and cultural locations of the
teacher's body in performance.
Articles should be submitted in duplicate and should be 12-15 manuscript
pages in length. Authors should submit manuscripts on disk. The disks
should be prepared using MS Word or WordPerfect and should be clearly
labeled with the authors' names, file name, and software program. A
hardcopy printout that exactly matches the disk must be supplied. Each
manuscript must be accompanied by a statement that it has not been
published elsewhere and that it has not been submitted simultaneously for
publication elsewhere. Authors are responsible for obtaining permission to
reproduce copyrighted material from other sources and are required to sign
an agreement for the transfer of copyright to the publisher. All accepted
manuscripts, artwork, and photographs become the property of the
All parts of the manuscript should be typewritten, double-spaced, with
margins of at least one inch on all sides. Number manuscript pages
consecutively throughout the paper. Authors should also supply a shortened
version of the title suitable for the running head, not exceeding 50
character spaces. On a separate page, attach a 2-3 sentence biographical
statement that includes a complete mailing address, phone number, and fax
Illustrations submitted (line drawings, halftones, photos,
photomicrographs, etc.) should be clean originals or digital files.
Digital files are recommended for highest quality reproduction and should
follow these guidelines:
? 300 dpi or higher
? sized to fit on journal page
? EPS, TIFF, or PSD format only
? submitted as separate files, not embedded in text files
Notes should be treated as endnotes following Chapter 15 of The Chicago
Manual of Style (13th edition, 1982).
Tables and figures should not be embedded in the text, but should be
included as separate sheets or files. A short descriptive title should
appear above each table with a clear legend and any footnotes suitably
identified below. All units must be included. Figures should be completely
labeled, taking into account necessary size reduction. Captions should be
typed, double-spaced, on a separate sheet. All original figures should be
clearly marked in pencil on the reverse side with the number, author's
name, and top edge indicated.
References should be treated as author-date references following the
Chicago Manual of Style (14th edition). Include only references to books
and articles actually cited in text. All references should appear at the
end of the manuscript in alphabetical order. References in the text should
cite the author's last name, year of publication, and page (where
Complete articles must be received by both editors no later than September
1, 2005; advance inquiries are encouraged. Contact the editors at Leda
Cooks (leda_at_comm.umass.edu) and Kathleen LeBesco (klebesco_at_mmm.edu).
***NOTE: The deadline for submissions has been extended to October 15,
Mail submissions (one disk plus one hard copy each) to BOTH:
Leda M. Cooks, Ph.D.
Associate Professor, Department of Communication
University of Massachusetts, Amherst
Amherst, MA 01003
Kathleen LeBesco, Ph.D.
Associate Professor, Communication Arts
Marymount Manhattan College
221 East 71st St.
New York, NY 10021
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Full Information at
or write Jennifer Higginbotham: higginbj_at_english.upenn.edu
Received on Sat Sep 10 2005 - 12:39:05 EDT