Published In

Feminist Teacher

Document Type

Post-Print

Publication Date

12-2019

Subjects

Ex-convicts -- United States -- Social conditions, Prisoners -- Deinstitutionalization -- United States, Prisoners as authors, Teaching teams

Abstract

This article traces a performative arc across time and distance, starting in the men's carceral setting in which the co-authors first met in a gender studies course called Writing as Activism; through their continued co-learning (and individual authorship of self) in a campus-based course, Women, Writing, and Memoir; to and through the co-construction of this essay. These co-authors are variously situated relative to the institutions in which they were positioned; embody difference related to race, ethnicity, gender, class, sexuality, religion, age, and national origin; and are co-committed both to creating learning communities in which a socially just pedagogy might be enacted though performance of self, of community, and of care, and to sharing about that experience as if, in the words of José Medina, "from elsewhere."

Description

This is the author’s version of a work that was accepted for publication in Feminist Teacher. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Feminist Teacher, 28(2-3), 124-140. Available online at: https://www.jstor.org/stable/10.5406/femteacher.28.2-3.0124

Copyright 2019 by the Board of Trustees of the University of Illinois

DOI

10.5406/femteacher.28.2-3.0124

Persistent Identifier

https://archives.pdx.edu/ds/psu/30526

Available for download on Thursday, December 03, 2020

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