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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perceptions and attitudes towards teachers
and subject matter are formed
(Okoro & Washington, 2011)
positive and negative connection exists between:
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).
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
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).
“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).
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.
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?
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,
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).