“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

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2023-09-12 DOI:10.3102/00028312231198236
Subini A. Annamma, Brian Cabral, Brianna Harvey, Jennifer M. Wilmot, Annie Le, Jamelia Morgan
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引用次数: 2

Abstract

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.
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“当我们来到你的课堂……我们感觉不像在监狱里”:通过废除主义实践抵制监狱-学校的非人化和(去)社会化机制
教育研究越来越多地将公立学校的社会互动和环境如何复制监狱中的做法概念化。然而,监狱教育经常被排除在教育研究之外。与此同时,监狱教育是我们教育不成比例的边缘化青年,特别是残疾有色人种女孩的地方。缺乏对监狱学校的关注,限制了对青少年监狱设施教学的挑战和对有色人种残疾女孩的支持的审查。本研究以课堂观察、实地笔记和访谈中女生的话语为中心,描述并干预监狱-学校教育中的非人性化和(去)社会化机制。我们通过一门充满废奴主义实践的社会批判扫盲课程来探讨反对监狱学校教育的尝试和影响。最后,我们讨论了仅通过课程来对抗监狱学校的局限性,建议在多个尺度上废除。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
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.
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