[Discussion] CFP: The Teacher's Body (9/1/05; journal issue)

[Sule Tarakcioglu]

From: Kathleen LeBesco <klebesco@mmm.edu>

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
knowledge.


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.


Submission Instructions

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 publisher.

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 number.

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 appropriate).

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@comm.umass.edu) and Kathleen LeBesco (klebesco@mmm.edu).

Mail submissions (one disk plus one hard copy each) to BOTH:


Leda M. Cooks, Ph.D.
Associate Professor, Department of Communication
Machmer Hall
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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