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.

pdf

Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 137-160
Launched on MUSE
2013-12-13
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.