Call for manuscripts
Embodied [by] curriculum
In this special issue of the journal Sex Education we intend
to bring to light and critically examine the myriad ways that
school curriculum subjects serve as specific sites to educate
bodies and educate about bodies. We want to publish papers
that broadly conceive sex education to encompass education
about the sexes, about sex, about sexualities and about
bodies. As Bronwyn Davies notes, "Positioning oneself as male
or female is not just a conceptual process. It is also a
physical process. Each child's body takes on its knowledge of
maleness or femaleness through its practices" (1989, p. 14).
We invite manuscripts that look at what specific subject
areas are teaching [both explicitly and implicitly], how
these subjects are being taught and the ways in which
children take these lessons up and make sense of both the
intended and hidden curricula contained within. Manuscripts
should interrogate school curriculum subjects as specific and
perhaps unique sites of this inscription work. For example,
the ways that students learn to use their bodies and thus
learn about their bodies is likely to be very different in
science class than in physical education or social studies.
We intend to collect papers that unpack and examine the
already embodied nature of curricula, and how both teachers
and students understand this.
Examples of questions and issues that papers in this issue
may address, though by no means exhaustive, include:
· How do specific content subjects [maths, social studies,
reading, art, physical education, science, etc.] teach
children implicit and explicit messages about their bodies,
their sex, and sexuality?
· How are the implicit lessons operationalised through the
language of "opposite sexes", "boys versus girls", name
calling, normality, etc.
· What messages do students receive through specific content
areas about appropriate and inappropriate uses of their
bodies and ways to act?
· How are children taught to appropriately be a "girl" or a
"boy" in specific school subjects? How do these lessons get
enacted? In what ways could these be described as
performative?
· What sorts of lessons are taught, overtly and less overtly,
about sexuality and sexual behaviour within specific content
areas?
· How are heteronormativity, heterosexism and/or homophobia
inscribed in school subjects and taught to students?
· How does one's ascribed sex restrict and contain what is
"acceptable" within certain curriculum subjects?
· What interruptions and interventions are occurring that
address and work for change around these issues?
This special issue is being guest edited by Will Letts of
Charles Sturt University and Connie Nobles of Southeastern
Louisiana University. Questions and expressions of interest
may be directed to either Will Letts
School of Teacher Education
Charles Sturt University
Bathurst, NSW 2795, Australia,
+612 6338 4365
[log in to unmask]
or
Connie Nobles
Southeastern Louisiana University
SLU 10749
Hammond, LA 70402, USA
[log in to unmask]
Manuscripts should be submitted electronically or as 3 hard
copies. On the first page, give the title of the paper, the
names, postal addresses and e-mail addresses of each author
and a short title for use as a running head should the paper
be accepted. Indicate which author is responsible for all
communications concerning the submission and state the total
number of words in the paper (including the abstract and
references). Do not include author information on any page
except this first one.
On the second page, give the title of the paper and provide
an abstract of between 100 and 200 words. Papers will
normally be published in English but the abstract may be in
any language. Ensure that the entire manuscript (including
references) is typed double-spaced with wide margins (at
least 2.5 cm) on one or both sides of paper. Number all
pages.
Submit manuscripts to Will Letts at the postal or e-mail
address listed above. Manuscripts are due by June 1, 2002.
Revised manuscripts need to be returned to the editors by
September 1, 2002 for an April 2003 publication in Sex
Education.
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