RT Journal Article
SR Electronic
T1 Critiquing Critical Pedagogies Inside the Prison Classroom: A Dialogue Between Student and Teacher
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 99
OP 121
DO 10.17763/1943-5045-87.1.99
VO 87
IS 1
A1 Castro, Erin L.
A1 Brawn, Michael
YR 2017
UL http://harvardeducationalreview.org/content/87/1/99.abstract
AB In this article, Michael Brawn, an incarcerated student, and Erin L. Castro, a nonincarcerated instructor, engage in a dialogue about the politics of using critical pedagogies in prisons, where teaching and learning processes are severely restricted by the constraints of mass incarceration. Situated within the broader politics of postsecondary educational opportunity for incarcerated people, their dialogue highlights the ways that the prison context significantly limits the promises and praxis of critical pedagogies. The authors close by turning to an emplaced praxis for nonincarcerated educators working within prison systems that acknowledges the complicated and contradictory nature of authority in critical pedagogies.