A Curriculum and Pedagogy of Prison Abolition: Transforming the Civics Classroom through an Abolitionist Framework

Autor/in	Dozono, Tadashi
Titel	A Curriculum and Pedagogy of Prison Abolition: Transforming the Civics Classroom through an Abolitionist Framework
Quelle	In: Urban Review: Issues and Ideas in Public Education, 54 (2022) 3, S.411-427 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dozono, Tadashi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-021-00622-1
Schlagwörter	Correctional Institutions; Civics; Grade 12; High School Teachers; Inquiry; Social Justice; Change Strategies; Curriculum Development; Institutionalized Persons; Instruction; Political Attitudes + Suchen Sie Ihr Suchwort? Jugendstrafvollzug; Staatsbürgerkunde; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Lösungsstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching process; Unterrichtsprozess; Political attitude; Politische Einstellung
Abstract	Recent research on the school-to-prison pipeline has exposed the disciplining and punishment of Black and Brown youth in today's school system. Given the convergence of racism and capitalism in the prison system, various marginalized community groups have called for its abolishment. Using teacher practitioner inquiry, this article asserts prison abolition as both curriculum and pedagogy in the civics classroom. Reflecting on the author's experience teaching a twelfth-grade civics class through prison abolition, this article highlights the transformative potential of an abolitionist framework for both curriculum and pedagogy, illustrating the possibilities and challenges of applying this work in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01