Beyond Progress in the Prison Classroom , livre ebook

National Council of Teachers of English (NCTE) - Anna Plemons

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95 pages

English

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Description

Through a mix of history, theory, and story, Anna Plemons explores the fate of the Arts in Corrections (AIC) program at New Folsom Prison in California in order to study prison education in general as well as the disciplinary goals of rhetoric and composition classrooms.

When viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and being that work against the decolonial intentions of the field. Plemons suggests that a truly decolonial turn in composition cannot be achieved as long as economic logics and rhetorics of individual transformation continue to be the default currency for ascribing value in prison writing programs specifically and in out-of-school writing communities more generally. Indigenous scholarship provides the theoretical basis for Plemons’s proposed intervention in the ways it both pushes back against individualized, economic assessments of value and describes design principles for research and pedagogy that are respectful, reciprocal, and relational.

Beyond Progress in the Prison Classroom includes narrative selections from the author and current and former AIC participants, inviting readers into the lives of incarcerated authors and demonstrating the effects of relationality on prison-scholars, ultimately upending the misconception that these writers and their teachers exist apart from the web of relations beyond the prison walls. With contributions from incarcerated prison-scholars Ken Blackburn, Bryson L. Cole, Harry B. Grant Jr., Adam Hinds, Hung-Linh "Ronnie" Hoang, Andrew Molino, Michael L. Owens, Wayne Vaka, and Martin Williams.

About the CCCC Studies in Writing & Rhetoric (SWR) Series
In this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.

Sujets

justice

Ethnic Studies

Writting

Disciplines

Language Arts

Subjects

Teaching

EDUCATION

Martin Williams

General officer

Subject

Writing

General

AIC

Informations

Publié par	National Council of Teachers of English (NCTE)
Date de parution	03 novembre 2019
Nombre de lectures	0
EAN13	9780814100295
Langue	English

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CCCC STUDIES IN WRITING & RHETORIC Edited by Steve Parks, University of Virginia

The aim of the CCCC Studies in Writing & Rhetoric (SWR) Series is to influence how we think about language in action and especially how w riting gets taught at the college level. The methods of studies vary from the critica l to historical to linguistic to ethnographic, and their authors draw on work in var ious fields that inform composition —including rhetoric, communication, education, disc ourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to work on classro oms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching. SWR was one of the first scholarly book series to f ocus on the teaching of writing. It was established in 1980 by the Conference on Colleg e Composition and Communication (CCCC) in order to promote research i n the emerging field of writing studies. As our field has grown, the research spons ored by SWR has continued to articulate the commitment of CCCC to supporting the work of writing teachers as reflective practitioners and intellectuals. We are eager to identify influential work in writin g and rhetoric as it emerges. We thus ask authors to send us project proposals that clearly situate their work in the field and show how they aim to redirect our ongoing conve rsations about writing and its teaching. Proposals should include an overview of t he project, a brief annotated table of contents, and a sample chapter. They should not exceed 10,000 words. To submit a proposal, please register as an author at www.editorialmanager.com/nctebp. Once registered, follow the steps to submit a proposal (be sure to choose SWR Book Proposal from the drop-down list of article submission types).