Despite best efforts to the contrary, obscenity oozes out from under the rugs of “polite” schooling and “tidy” society. In this post-qualitative inquiry, the authors pursue questions in defense of pedagogies of obscenity. In what ways do educators fail to educate when they eschew obscenity, understand shame and disgust as opposite to curiosity, and seek to teach in safe and sanitized classrooms? How might obscenity be educative? Drawing on their classroom experiences, the authors engage Žižek and Gallop in an analysis of (potentially) offensive classroom practices and events. They conclude that (Žižek and Gallop’s) obscenity might enable scholars and educators to generate critical classroom spaces that travel a delicate line between offense, discomfort, and learning. The authors suggest that there is much to defend in a pedagogy of obscenity, and that the value of obscenity may be learning to live and work more critically with(in) and against the perversions of education.

中文翻译：

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（捍卫）淫秽教育

尽管做出了相反的最大努力，但在“礼貌”的学校教育和“整洁的”社会的地毯下掩盖了淫秽。在这一定性后的探究中，作者们提出了一些问题，以捍卫淫秽教育学。当教育者回避淫秽，理解与好奇相反的羞辱和厌恶并寻求在安全，卫生的教室里教书时，他们会以什么方式进行教育？淫秽如何教育？作者利用课堂经验，与Žižek和Gallop进行了对（可能）令人反感的课堂实践和事件的分析。他们得出的结论是：（齐泽克和盖洛普的）淫秽行为可能使学者和教育工作者创造出批判性的教室空间，使他们在冒犯，不适和学习之间走上一条微妙的界限。作者建议，在淫秽教学法中有很多要捍卫的东西，