Purpose: Our purpose is to demonstrate that duoethnography can be both a collaborative research methodology and a pedagogical strategy for robust learning practices in secondary carceral settings. These settings are defined as those classrooms serving youth whose movement is limited by either being confined to a facility or being excluded from all other classrooms. This study explores our lived experiences, as a group of three carceral secondary school alumni and one teacher, of working together to connect funds of knowledge, funds of identity, and translanguaging to carceral classroom pedagogy. Design/methodology/approach: This study is a four-way duoethnography that juxtaposes the perspectives of our multiple experiences of learning, development, and linguistic affordances. As duoethnographers, we compare and contrast our experience of one phenomenon: possible connections between pedagogy in carceral settings and the funds of knowledge, funds of identity, and translanguaging literature and approaches to education. Findings: Our research reports on how we benefited from funds of knowledge, funds of identity, and translanguaging approaches. We reflect, as representatives of carceral students and their teachers, on how we, in turn, could contribute to these traditions. Finally, our work demonstrates and models the pedagogic potential of bringing these approaches together. Originality/value: This study foregrounds the rarely heard voices of carceral students as we advance new approaches that connect the language of students' communities to secondary classroom language goals and vice versa. In this way, our work helps ensure that student's voice informs funds of knowledge, funds of identity, and translanguaging pedagogy innovation for carceral settings.