Niccolini's essay "draw[s] on data from two focus groups with U.S. high school students aged 14-18 who identify as African American, Black, Afro-Caribbean, and Latina to argue that erotica [...] teaches" (225). She "hone[s] in on the work of Zane and her self-termed erotica noir in relation to this pedagogy as her books were the most widely circulated and intensely beloved by the students I taught" (226).
According to Niccolini
Erotica's pedagogy is a pedagogy of the present. Its knowledge is about what the body is capable of now. This present-centered feeling of "I shouldn't be reading this but I am" traverses a range of affective intensities that fall somewhere between a guilty pleasure, flouting of discipline, exciting transgression and sense of shame. As standardized tests are more and more the horizon for curricula in U.S. schools, a curriculum centered on immediate intensities may offer a temporal relief from an insistence on knowledge being tied to futurity. (228-29)
Niccolini, Alyssa D. "Sexing Education: Erotica in the Urban Classroom". Women and Erotic Fiction: Critical Essays on Genres, Markets and Readers. Ed. Kristen Phillips. Jefferson, North Carolina: McFarland 2015. 225-39.