Abstract
The project of liberatory education is fraught with complications in a Small Liberal Arts College or SLAC environment. Authors bell hooks and Paulo Freire look to an ethics of care, love, and mutual restoration of humanity through teaching openly and freely. My initial teaching experiences as an assistant professor revealed that this liberatory aim could not be fulfilled at the college campus, so I taught in a prison college education program. The goals of this article are: 1) to elucidate the complicated relationship that a woman faculty of color at the intersections of multiple identities has in adjusting to the SLAC environment; 2) to expound upon my weekly exit from campus and entry into prison education as a vehicle to advance institutional goals for outreach and social justice; 3) to interrogate prison education epistemologies and describe the counternarratives and practical strategies developed in a course on Race and Politics in Brazil to decolonize the curriculum; and 4) to express the realities of teaching a Black-centered, intersectional course in an all-male maximum security prison setting. It was through this practical prison teaching experience that I stretched the limits of my practice of education and found a temporary home in which to do so.
Highlights
IN THE IMAGE “THE WORLD WITHIN REACH/O MUNDO AO SEU ALCANCE,” CARIOCA COMMUNITY ARTIST DAYSE GOMIS SHOWCASES A BLACK MALE INCARCERATED STUDENT READING IN THE PRISON LIBRARY STACKS
My initial teaching experiences as an assistant professor revealed that this liberatory aim could not be fulfilled at my traditional college campus setting, so I taught in a prison college education program
The goals of this article are: 1) to elucidate the complicated relationship that a Black woman faculty member at the intersections of multiple identities has in adjusting to the liberal arts college environment; 2) to expound upon my weekly exit from campus and entry into prison education as a vehicle to advance institutional goals for outreach and social justice; 3) to interrogate prison education epistemologies and describe the counternarratives and practical strategies developed in a course on Race and Politics in Brazil to decolonize the curriculum; and 4) to express the realities of teaching a Black-centered, intersectional course to SLAC students in a men’s maximum security prison setting
Summary
IN THE IMAGE “THE WORLD WITHIN REACH/O MUNDO AO SEU ALCANCE,” CARIOCA COMMUNITY ARTIST DAYSE GOMIS SHOWCASES A BLACK MALE INCARCERATED STUDENT READING IN THE PRISON LIBRARY STACKS. The goals of this article are: 1) to elucidate the complicated relationship that a Black woman faculty member at the intersections of multiple identities has in adjusting to the liberal arts college environment; 2) to expound upon my weekly exit from campus and entry into prison education as a vehicle to advance institutional goals for outreach and social justice; 3) to interrogate prison education epistemologies and describe the counternarratives and practical strategies developed in a course on Race and Politics in Brazil to decolonize the curriculum; and 4) to express the realities of teaching a Black-centered, intersectional course to SLAC students in a men’s maximum security prison setting. With no appealing strategy to which I could adapt, I felt isolated
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
