News headlines about the Amy Gehring sex panic read as follows: “Lusty Lessons: Ontario Teacher’s Fate Now Lies in Hands of UK Jury”; “Boozy Teacher Had Alley Sex with Two Underage Boys and Bedded a Third”; “Teacher Too Drunk to Recall Having Sex with Boy”; “Amy’s Pervy as Any Man”; “Sex Case Teacher ‘in Row after Sex with Brothers’ “; “A Jury in Guilford, England May Decide Today on the Fate of Canada’s Lustiest Teaching Export”; “Boy Tells Jury of Drunken Encounter at Party: Night I Lost Virginity to Biology Mistress”; “Sex-Charges Teacher Labeled Risk by Police”; “Science Mistress Admits Kissing and Cuddling Boy, 15”; “Where Do Fallen or Flagrant Women Turn for Public Rehabilitation?”; “Canadian Teacher Cleared of Sex Charges”; “Amy’s Caresses Were Wrong but Not Harmful.”1 Feminist theoretical frameworks demand a critique of the sensationalist media coverage surrounding twenty-six-year-old former teacher Amy Gehring and allegations that she indecently assaulted two former students in the British school to which she was recruited in 2000 from her native Canada. Like most sex scandals involving female teachers in North America and the United Kingdom, the case has received a great deal of media fanfare; the former teacher has been morally condemned by school administrators, educational authorities, the mainstream press, concerned citizens, and so on.
