{'fraction_non_alphanumeric': 0.028109627547434995, 'fraction_numerical': 0.0, 'mean_word_length': 5.328888888888889, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Introduction: The Pedagogy of the Teacher's Body

This special issue of the Review of Education, Pedagogy, & Cultural Studies focuses on the pedagogy of the teacher’s body—on the ways performativities and performances become teaching in spaces, through discourses and under exigencies and dynamics of power. In other words, we believe that we can learn from the practices of situated, teaching bodies. While for many teachers and scholars such a topic may seem trivial—or nonexistent—the teacher’s body shapes and is shaped by institutional bodies of knowledge confirmed to be appropriate for the citizenry. The proper teacher embodies all that the culture=society=nation wishes its people to be, and so her body must be scrutinized, her behavior dissected—held to the dominant standards of (non) conformity. And so those whose bodies often stand outside the classroom boundaries of normalcy, allies, and those who are merely curious, might join us in asking: what performances become visible or invisible in social, institutional, and cultural systems of meaning? What values are embedded in or assigned to their (in)visibility? And, more importantly, why does it matter? What can we learn from paying attention to the teacher’s body? The greater focus in educational research has always been on teaching strategies and competencies, practices that could be tried on and used by any body seemingly with the same impact and