Abstract

Drawing on a semester-long qualitative study of teaching writing at a men’s medium-high security prison, this article explores the complex ways in which literacy and incarceration are configured in students’ narratives, as well as my own as their teacher.

Journal
Pedagogy
Published
2014-01-01
DOI
10.1215/15314200-2348938
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Citation Context

Cited by in this index (5)

  1. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  2. Literacy in Composition Studies
  3. College English
  4. Pedagogy
  5. Written Communication

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