The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical concerns and their implications in the world language classroom, we draw on data from a number of projects in which pedagogies of discomfort have been used in university classrooms. The analysis of examples shows that while some sort of ethical violence is inevitable, there are pedagogical ways to minimize the harm on students. The article concludes by raising further ethical and pedagogical questions for exploration in the context of using pedagogies of discomfort in the world language classroom.

中文翻译：

---

世界语言课堂上的不适教学法：道德紧张和教育工作者的考虑

本文的目的是探讨世界语言课堂上因使用令人不适的教学法而产生的道德紧张和考虑因素。尽管文献中大多从积极的角度看待不适的教学法，以吸引学生在课堂上解决困难问题，但仍存在伦理问题，特别是与学生可能遭受的伤害有关。为了说明这些道德问题及其对世界语言课堂的影响，我们借鉴了许多项目的数据，在这些项目中，不适的教学法已在大学课堂上使用。对例子的分析表明，虽然某种道德暴力是不可避免的，但有一些教学方法可以最大限度地减少对学生的伤害。文章最后提出了进一步的伦理和教学问题，以供在世界语言课堂上使用不适教学法的背景下进行探索。