(In defense of) pedagogies of obscenity

Jennifer R. Wolgemuth, Mirka Koro-Ljungberg, Timothy Barko

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
JournalPower and Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

classroom
educator
shame
learning
travel
offense
event
Values
education
experience
Society

Keywords

  • critical theory
  • ethics
  • obscenity
  • post-qualitative
  • Teaching

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

Cite this

(In defense of) pedagogies of obscenity. / Wolgemuth, Jennifer R.; Koro-Ljungberg, Mirka; Barko, Timothy.

In: Power and Education, 01.01.2019.

Research output: Contribution to journalArticle

Wolgemuth, Jennifer R. ; Koro-Ljungberg, Mirka ; Barko, Timothy. / (In defense of) pedagogies of obscenity. In: Power and Education. 2019.
@article{064b7a0b6f6347f7bde6b843c9f96755,
title = "(In defense of) pedagogies of obscenity",
abstract = "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.",
keywords = "critical theory, ethics, obscenity, post-qualitative, Teaching",
author = "Wolgemuth, {Jennifer R.} and Mirka Koro-Ljungberg and Timothy Barko",
year = "2019",
month = "1",
day = "1",
doi = "10.1177/1757743819850853",
language = "English (US)",
journal = "Power and Education",
issn = "1757-7438",
publisher = "SAGE Publications Ltd",

}

TY - JOUR

T1 - (In defense of) pedagogies of obscenity

AU - Wolgemuth, Jennifer R.

AU - Koro-Ljungberg, Mirka

AU - Barko, Timothy

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

KW - critical theory

KW - ethics

KW - obscenity

KW - post-qualitative

KW - Teaching

UR - http://www.scopus.com/inward/record.url?scp=85066933036&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066933036&partnerID=8YFLogxK

U2 - 10.1177/1757743819850853

DO - 10.1177/1757743819850853

M3 - Article

AN - SCOPUS:85066933036

JO - Power and Education

JF - Power and Education

SN - 1757-7438

ER -