Learning from Within: Life-Affirming Practices and Third Spaces Created by and for Incarcerated Youth

Abstract

Grounded in a Black feminist approach (Collins, 2022; Evans-Winters, 2019), in this article, I weave together the personal and professional to share what I have learned as a Black Latina educator, researcher, and abolitionist who for the past twelve years has worked in carceral spaces alongside numerous men, women, youth, and gender expansive people. I bridge what I have learned from theories of the flesh (Madison, 1993; Moraga & Anzaldúa 2021) to what I have learned as a researcher who works with incarcerated youth and use it as a lens to better understand and study youth confinement. Drawing on data from a three-year critical ethnographic study focused on teaching, learning, and identity development in a juvenile detention center, this article explores young people’s experiences living and learning while confined. Using three distinct vignettes, this article touches on the lives of Black and Mexican heritage youth who at the time were detained in a juvenile detention center and the life-affirming practices and spaces they created in response to their dehumanization. Although youth were in a state of unfreedom (Gilmore, 2008), many refused their dehumanization and developed life-affirming strategies and third spaces for themselves and others.