Using a collaborative autoethnographic approach, we discuss body mapping as an embodied pedagogical practice for teaching sexuality. Body mapping centers stigmatized bodies through guided visual, oral, and textual self-representation. We begin by discussing embodied pedagogies and the bind of representation (ideas grounded in the work of feminists of color) in teaching and learning about sexuality. We then consider three body mapping experiences: in a sexuality education graduate seminar (seminar mapping), as a remote synchronous practice (remote mapping), and as a solo practice (solo mapping). We explore challenges in representation, embodied difference, and the im/possibility of mapping the sexual. Finally, we consider the implications and applications of body-mapping exercises for sexualities classrooms.

使用协作的自主民族志方法，我们讨论了身体映射作为性教学的具体教学实践。身体映射中心通过引导的视觉、口头和文本自我表示来污名化身体。我们首先讨论具身教学法和表征（以有色人种女权主义者的作品为基础的思想）在性教学和学习中的束缚。然后我们考虑三种身体映射体验：在性教育研究生研讨会（研讨会映射）中，作为远程​​同步练习（远程映射）和作为单独练习（单独映射））。我们探索表征、体现差异和映射性的不可能性。最后，我们考虑了身体映射练习对性课堂的影响和应用。