Teaching inequality in Brazil: A study abroad exploration of race, class, gender, sexuality, and geography

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.

Terence’s Eunuchus

Suetonius (Vita Terenti 3) asserts that Eunuchus was Terence’s most commercially successful play. While we cannot confirm this claim, Eunuchus (as all Terence’s plays) enjoyed continuous readership after performances of it ceased in antiquity, was often cited by ancient writers and grammarians, and received a commentary in the 4th century ce. While Eunuchus is not without its critics—some have found fault with its dramatic structure and the ethics of its finale, to say nothing of its unique (in New Comedy) foregrounding of violent rape—it has generated enormous interest in both medieval and modern cultures, including numerous commentaries and translations. Eunuch’s unusual deception-plot, that is, the impulsive Chaerea’s costuming as a eunuch to sexually overpower Pamphila, no doubt accounts for much of the attention the play has attracted. For scholars of gender and sexuality, Eunuch invites interrogation of Roman attitudes toward sexual violence, norms of masculinity, and constructions of gender, as well as of the sexually ambiguous figure of the eunuch in this dramatic and cultural context. Eunuch’s prologue has also captivated scholars of Roman comedy and literary history more generally, as it so clearly articulates recurring concerns of Terence’s characteristically metadramatic prologues: Terence’s adaptation of both his Greek and Latin sources, including charges of “contamination” and “plagiarism,” and the broader challenges of finding novelty within circumscribed comic tradition (for Terence’s “anxiety of influence” see esp. Eun. 35–43). Some scholarship has been conducted on linguistic differentiation among Eunuch’s characters, and it is hoped that burgeoning sociolinguistic work on Plautine Latin will continue to be extended to Terence. Recent criticism has largely focused on aspects of Eunuch’s performance, both on the micro-level of costumes, stage movements, and musicality, and more broadly on the play’s pervasive metatheatricality.

Gender, Sexuality, and Religion: A Critical Integrative Review and Agenda for Future Research

This article sets forth a critical integrative review of the study of gender, sexuality, and religion. Treating religion as a cause, an effect, and an intermediary factor in relation to gender and sexuality, it draws on and synthesizes multiple theoretical approaches including gender and queer lenses on religion, cultural analysis, and intersectionality. The article is structured around ten big-picture questions about gender, sexuality, and religion and argues that gender and sexuality are a key symbolic boundary and cultural divide in religious and political life in the United States and around the world. It concludes with an agenda for future research.

The Pedagogical Possibilities of Critically Examining Gender and Sexuality in Initial Teacher Education Through the Lens of Intersex

Although pre-service Health and Physical Education (HPE) teachers may be acquainted with media headlines categorizing intersex bodies as “deviant,” “non-biological,” “different,” and/or “non-natural” in their reporting on eligibility testing in women's elite sports, few appear to be familiar with what intersex includes and what these tests were designed to reveal. Drawing on Evan and Rich's advocacy to critically analyse body-policies with strong normative body-pedagogies, this chapter unpacks how athletes marked by this category cannot be understood as separate from the corporeal instructions and ‘authorities' that mark and regulate their bodily representation. The chapter inspires and encourages HPE teachers to take the ‘risk' of engaging students in disruptive practices which explore the inscription of power onto particular bodies and abilities in sports and how they as both pedagogues and members of society are all ethically implicated in these relations of power.

Gender and Sexuality in Physical Education and Health Curricula in Japan

This comparative study of gender messages in Japanese textbooks reveals a pattern of underlying sex discrimination as well as efforts at reform. There is a “hidden curriculum”—the presence of powerful, hegemonic messages that reinforce dominant social structural values of a gender binary—shaping the learning environment and sustaining structural inequalities. An effort to address the hidden curriculum of gender and sexuality biases in Japanese textbooks was published in 2020 through the National Elementary School Health textbooks and curriculum. This study analyzes existing gender messages permeating the explicit and hidden curriculum and reform efforts, employing mixed methods of content analysis and ethnographic observations.