The author of this article proposes a critical approach to sexuality as a pedagogical agenda. The author offers a brief appraisal of sexology as a developmental science, and of the academic notion of developing sex. First, the author locates sexuality education in terms of its conventional curricular organization, arguing that that sex education curricula are co-productive of a "curricular subjectivity" that reduces subjects to their "appropriate" or "entitled" trajectories. He then argues that this curricular status is open to deconstruction. Finally, he offers a very concise review of twentieth century Western ramifications of sex pedagogy, and examines how contemporary authors navigate novel and critical ways of theorizing pedagogues, teachable bodies, their transitions, their transgressions, and their changing milieux. (Contains 4 notes.)