Constructivist Research

Rodwell, Mary K.

doi:10.4324/9781351327480-10

Cited by 8 publications

(9 citation statements)

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“…Fourth, each member wrote individual reflections about codes, observations, and other data sources in their respective researcher notebooks. These reflections, alongside the other strategies, provided us with more robust agreement of our data, codes, and study findings (Rodwell, 1998).…”

Section: Trustworthinesssupporting

confidence: 60%

“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis

Annamma,

Cabral,

Harvey

et al. 2023

American Educational Research Journal

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Education research increasingly conceptualizes how social interactions and contexts of public schools replicate practices found in prisons. Yet prison-schooling is often left out of education research. Concurrently, prison-schooling is where we educate a disproportionate amount of multiply marginalized youth, specifically disabled Girls of Color. The lack of attention to prison-schools has limited how teaching in youth carceral facilities can be examined for its challenges and supports of disabled Girls of Color. Centering the girls’ words from class observations, field notes, and interviews, this study describes and intervenes in dehumanizing and (de)socializing mechanisms in prison-school education. We explore attempts and impacts of countering prison-school education through a sociocritical literacy course infused with an abolitionist praxis. We end with discussion on the limits of countering prison-school through courses alone, suggesting abolition across multiple scales instead.

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Section: Trustworthinesssupporting

confidence: 60%

“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis

Annamma,

Cabral,

Harvey

et al. 2023

American Educational Research Journal

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“…Trustworthiness. We took several steps to ensure trustworthiness (Rodwell, 1998). We were in the field weekly for a full school year, giving us a prolonged data collection period.…”

Section: Discussionmentioning

confidence: 99%

“When You Carry a Lot”: The Forgotten Spaces of Youth Prison Schooling for Incarcerated Disabled Girls of Color

Cabral

Annamma

Morgan

2023

Teachers College Record: The Voice of Scholarship in Education

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Context: The Crouse decision from 1838 laid precedent to the positioning of prisons as sites where education takes place. With a massive expansion of youth carceral facilities since then, alongside the prison-schools within them, we continually rely on prison-school spaces as places where youth are brought to experience education and punishment. While the wider population of youth who are incarcerated in the United States has significantly reduced since the year 2000, the reduction of incarcerated Girls of Color has not. Many incarcerated Girls of Color are also disabled. Thus, it is within this context that we explore the prison-school space as a site that is intended to provide robust educational opportunities. Focus of Study: In this article, we repositioned disabled incarcerated Girls of Color as knowledge generators and as experts well positioned to describe existing prison-school practices and alternatives to prison-school. Through the conceptual frames of forgotten places and the destructive practices within, we focused on the lived experiences of disabled incarcerated Girls of Color in SYRAD, a Midwestern maximum-security youth prison, to address our main research question: What are the education experiences of disabled Girls of Color in prison-schools? Research Design: Our qualitative study is part of a larger project that included 14 disabled incarcerated Girls of Color. Throughout the year, the girls were enrolled in a credit-bearing course with the principal investigator and research team. Our full corpus of data included interviews with the girls (23) and adults in the youth prison (6); classroom observations (25); education journey maps (10); focus groups (4); field notes (20); and classroom artifacts (21). For this study, we mainly focused on the initial interviews with the girls in which they discussed topics related to their experiences in a prison and prison-school. Conclusions/Recommendations: Our analyses showcased that prison-schools do not offer robust educational opportunities as claimed by the Crouse decision. Instead, the collective experiences of disabled incarcerated Girls of Color in our study were saturated with destructive prison-school practices. Three main findings emerged in our analysis that framed prison-school educational spaces as “concentrated sinks” of destructive practices: (1) curricular reduction, (2) remedial pedagogy, and (3) relational antagonism. Further, the girls offered robust explications on why naming and describing destructive practices is important, especially “when you carry a lot” as an incarcerated disabled Girl of Color in a forgotten place of prison-school. These findings led us to the need for an eventual abolition of prisons and prison-school spaces that can be anchored in a DisCrit abolitionist imaginary in the meantime.

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“…All team members read and coded multiple transcripts, which allowed us to compare, discuss, and refine codes in a systematic fashion (Miles et al, 2014; Saldaña, 2013). From these discussions, supplemented by individual reflections about data in respective research notebooks, more robust understanding and agreement in codes and data points enhanced the project’s reliability (Rodwell, 1998).…”

Section: Methodsmentioning

confidence: 99%

Solidarity Incarcerated: Building Authentic Relationships With Girls of Color in Youth Prisons

Cabral

Annamma

et al. 2022

Teachers College Record: The Voice of Scholarship in Education

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Context: Prison education has often been ignored in discussions of public education. When it has been included, Girls of Color are often eclipsed by larger populations of Boys of Color. Yet the routes disabled Girls of Color take to prisons are different from those of their male peers; Girls of Color become incarcerated for low-level offenses and often end up back in prison due to probation violations, meaning they have been punished more severely for original crimes. Although prison education has offered educational opportunities, such as the chance to get a diploma or GED, most of it has been found to be remedial and irrelevant to the lives of incarcerated disabled Girls of Color. Focus of Study: In this article, we unraveled the complexities and nuances of solidarity within prison education classrooms with disabled Girls of Color. Using a disability critical race theory (DisCrit) Solidarity lens while analyzing a sociocritical literacy course, the empirical research question was: What are the affordances and constraints of DisCrit Solidarity with disabled Girls of Color in a youth prison? Research Design: Our qualitative study took place in a maximum-security youth prison in the Midwestern part of the United States. This study was part of a larger one-year project that included 16 incarcerated disabled girls, mostly Girls of Color, who enrolled in a credit-bearing sociocritical literacy course designed and taught by the principal investigator and teaching team. Our full corpus of data included interviews with the girls (23) and adults in the youth prison (6), classroom observations (25), education journey maps (10), focus groups (4), fieldnotes (20), and classroom artifacts (21). Data for this study focused on the interviews with the girls, observations, fieldnotes, and class materials. Conclusions/Recommendations: Our analysis illustrated the affordances and constraints of solidarity in prison classrooms with incarcerated disabled Girls of Color. The affordances included tangible moves that the girls identified as solidarity, the need for solidarity to make critical pedagogy and curriculum impactful, and the effect of those affordances that the girls described. In youth prisons where tools of learning, such as pencils, were considered weapons, we found two constraints that limited DisCrit Solidarity efforts: the conflation of support with solidarity and the violent context of youth prisons. We conclude with the implication that our solidarity efforts were incarcerated. To move beyond narrowly focused solidarity efforts, we suggest growing out abolitionist geography to consider the multiscalar processes that lead to sustained solidarities with incarcerated disabled Girls of Color. Acknowledgements: We would like to thank Marilyn Ortega and William Proffitt for their roles in both the pedagogical team and data collection on this project. We also appreciate the editors of this special issue, David Connor and Beth Ferri, for their vision and inclusion of our work and the reviewers whose feedback strengthened our work substantially. Finally, the principal investigator would like to thank the Ford Foundation and the National Academies of Sciences, Engineering, and Medicine, which made this research possible through the Ford Postdoctoral Fellowship.

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Constructivist Research

Cited by 8 publications

References 0 publications

“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis

“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis

“When You Carry a Lot”: The Forgotten Spaces of Youth Prison Schooling for Incarcerated Disabled Girls of Color

Solidarity Incarcerated: Building Authentic Relationships With Girls of Color in Youth Prisons

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