Abstract
ABSTRACT The article discusses the challenges and methodological choices undertaken within a research project on language education in two prison schools in Greece with migrant multilingual student inmates, aged 18–22 years old. The 2.5 years of research adopted Nexus Analysis as a methodology and an interpretive framework. Throughout prolonged engagement of the research with the field, data were generated via inclusive, collaborative and reflexive research practices and research interventions for and with inmate participants. Through recontextualization of research practices and pedagogies, the research is considered as a form of resistance to the monolingual and monocultural discourses which dominate in the superdiverse prison context.
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