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Critiquing Critical Pedagogies inside the Prison Classroom: A Dialogue between Student and Teacher
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Castro, Erin L.; Brawn, Michael – Harvard Educational Review, 2017
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…
Descriptors: Correctional Education, Institutionalized Persons, Correctional Institutions, Teaching Methods