Subini A. Annamma, Brian Cabral, Brianna Harvey, Jennifer M. Wilmot, Annie Le, Jamelia Morgan
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“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis
Education research increasingly conceptualizes how social interactions and contexts of public schools replicate practices found in prisons. Yet prison-schooling is often left out of education research. Concurrently, prison-schooling is where we educate a disproportionate amount of multiply marginalized youth, specifically disabled Girls of Color. The lack of attention to prison-schools has limited how teaching in youth carceral facilities can be examined for its challenges and supports of disabled Girls of Color. Centering the girls’ words from class observations, field notes, and interviews, this study describes and intervenes in dehumanizing and (de)socializing mechanisms in prison-school education. We explore attempts and impacts of countering prison-school education through a sociocritical literacy course infused with an abolitionist praxis. We end with discussion on the limits of countering prison-school through courses alone, suggesting abolition across multiple scales instead.
期刊介绍:
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.