亲密教学法:体现在大学课堂中的实践

Assuming Gender Pub Date : 2010-10-01 DOI:10.18573/ipics.45
K. R. G. Pryal
{"title":"亲密教学法:体现在大学课堂中的实践","authors":"K. R. G. Pryal","doi":"10.18573/ipics.45","DOIUrl":null,"url":null,"abstract":"In this article, I examine the intimacy of university classrooms, especially in the context of gender, sex, and sexuality. I suggest that students and professors constantly battle the intimacy that arises in pedagogical relationships. Despite our best efforts, these moments of intimacy intrude upon students' relationships with one another and professors' relationships with students. These intrusions are often unexpected and uncontrollable, and are inextricably tied to gender and sexuality. These moments when the facade breaks down, moments of embodiment, are when the greatest teaching can occur. In order to be great professors, we must attain a level of intimacy with our students. Intimacy, for the purposes of this article, means simply this: setting aside an assumed genderless, sexless professorial facade, and standing beside our students, embodied. In this article I build upon the work of pedagogical theorist Jonathan Alexander, putting forward the idea of a 'rhetoric of the body' to help understand the ways professorial bodies perform in the classroom. I then turn to the work of theorists bell hooks and Jane Gallop and their work on eros in the classroom, to discover connections between what I call embodiment – moments when professors lose the facade of a bodiless identity – eros, and pedagogy. Lastly, I take these ideas and examine a course in which I taught the U.S. Supreme Court opinion Lawrence v. Texas (2003), in which the Court declared anti-sodomy laws unconstitutional. In this course, content, pedagogy, intimacy, and embodiment came together in a practical demonstration of the theories I put forward here.","PeriodicalId":246629,"journal":{"name":"Assuming Gender","volume":"32 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Intimate Pedagogy: The Practice of Embodiment in University Classrooms\",\"authors\":\"K. R. G. Pryal\",\"doi\":\"10.18573/ipics.45\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this article, I examine the intimacy of university classrooms, especially in the context of gender, sex, and sexuality. I suggest that students and professors constantly battle the intimacy that arises in pedagogical relationships. Despite our best efforts, these moments of intimacy intrude upon students' relationships with one another and professors' relationships with students. These intrusions are often unexpected and uncontrollable, and are inextricably tied to gender and sexuality. These moments when the facade breaks down, moments of embodiment, are when the greatest teaching can occur. In order to be great professors, we must attain a level of intimacy with our students. Intimacy, for the purposes of this article, means simply this: setting aside an assumed genderless, sexless professorial facade, and standing beside our students, embodied. In this article I build upon the work of pedagogical theorist Jonathan Alexander, putting forward the idea of a 'rhetoric of the body' to help understand the ways professorial bodies perform in the classroom. I then turn to the work of theorists bell hooks and Jane Gallop and their work on eros in the classroom, to discover connections between what I call embodiment – moments when professors lose the facade of a bodiless identity – eros, and pedagogy. Lastly, I take these ideas and examine a course in which I taught the U.S. Supreme Court opinion Lawrence v. Texas (2003), in which the Court declared anti-sodomy laws unconstitutional. In this course, content, pedagogy, intimacy, and embodiment came together in a practical demonstration of the theories I put forward here.\",\"PeriodicalId\":246629,\"journal\":{\"name\":\"Assuming Gender\",\"volume\":\"32 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2010-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assuming Gender\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18573/ipics.45\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assuming Gender","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18573/ipics.45","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

在这篇文章中,我研究了大学课堂上的亲密关系,特别是在性别、性和性的背景下。我建议学生和教授不断地为教学关系中产生的亲密关系而斗争。尽管我们尽了最大的努力,这些亲密的时刻还是侵入了学生之间的关系,以及教授与学生之间的关系。这些侵扰通常是出乎意料和无法控制的,并且与性别和性行为密不可分。这些表象被打破的时刻,体现的时刻,是最伟大的教导可以发生的时候。为了成为一名优秀的教授,我们必须与学生建立一定程度的亲密关系。就本文的目的而言,亲密关系的意思很简单:抛开假定的无性别、无性别的教授外表,实实在在地站在我们的学生身边。在这篇文章中,我以教育理论家乔纳森·亚历山大的工作为基础,提出了“身体修辞”的概念,以帮助理解教授身体在课堂上的表现方式。然后,我转向理论家贝尔·胡克斯(bell hooks)和简·盖勒普(Jane Gallop)的工作,以及他们在课堂上对爱欲的研究,以发现我所谓的化身(教授失去无肉体身份的表象的时刻)爱欲与教育学之间的联系。最后,我将这些观点运用到一门课程中,在这门课程中,我教授了美国最高法院的劳伦斯诉德克萨斯州案(Lawrence v. Texas, 2003),在该案中,法院宣布反鸡奸法违宪。在这门课程中,内容、教学法、亲密性和具体化结合在一起,对我在这里提出的理论进行了实践论证。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Intimate Pedagogy: The Practice of Embodiment in University Classrooms
In this article, I examine the intimacy of university classrooms, especially in the context of gender, sex, and sexuality. I suggest that students and professors constantly battle the intimacy that arises in pedagogical relationships. Despite our best efforts, these moments of intimacy intrude upon students' relationships with one another and professors' relationships with students. These intrusions are often unexpected and uncontrollable, and are inextricably tied to gender and sexuality. These moments when the facade breaks down, moments of embodiment, are when the greatest teaching can occur. In order to be great professors, we must attain a level of intimacy with our students. Intimacy, for the purposes of this article, means simply this: setting aside an assumed genderless, sexless professorial facade, and standing beside our students, embodied. In this article I build upon the work of pedagogical theorist Jonathan Alexander, putting forward the idea of a 'rhetoric of the body' to help understand the ways professorial bodies perform in the classroom. I then turn to the work of theorists bell hooks and Jane Gallop and their work on eros in the classroom, to discover connections between what I call embodiment – moments when professors lose the facade of a bodiless identity – eros, and pedagogy. Lastly, I take these ideas and examine a course in which I taught the U.S. Supreme Court opinion Lawrence v. Texas (2003), in which the Court declared anti-sodomy laws unconstitutional. In this course, content, pedagogy, intimacy, and embodiment came together in a practical demonstration of the theories I put forward here.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信