Community Literacy Journal Apr 2008 Open Access

HOPE, “Repair,” and the Complexities of Reciprocity: Inmates Tutoring Inmates in a Total Institution

Shannon Carter Texas A&M University – Commerce

Abstract

This article analyzes one prison literacy program in Texas that trains inmate participants to teach other men and women, likewise incarcerated and often dyslexic, to read and write in English. Noting the regular recurrence of the words “repair” and “hope” in participants’ descriptions of HOPE and associated activities, the author makes extensive use of feminist-epistemologist Elizabeth Spelman’s theory of “repair” and Paula Mathieu’s articulation of “hope” in her attempt to understand the nuances of “repair” and the “hope” it enables/generates behind these prison walls. Finally, given HOPE’s configuration as a faith-based program with Christian origins and Carter’s own position as a secular academic, the article ends with an extended discussion of the tensions between Bible-based discourses and the academy.

Journal
Community Literacy Journal
Published
2008-04-01
DOI
10.25148/clj.2.2.009493
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Topics
literacy studies gender and writing
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Citation Context

Cited by in this index (3)

  1. Barrett et al. (2019)
    More than Transformative: A New View of Prison Writing Narratives
    Reflections: A Journal of Community-Engaged Writing and Rhetoric
  2. Catchings (2019)
    Bodily Instruments: Somatic Metaphor in Prison-Based Research
    Reflections: A Journal of Community-Engaged Writing and Rhetoric
  3. Lewis (2019)
    (Anti) Prison Literacy: Abolition and Queer Community Writing
    Reflections: A Journal of Community-Engaged Writing and Rhetoric

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