Abstract

This essay argues that while fostering individual and collaborative literacy can indeed promote self-awareness, confidence, and political awareness, the threat of emotional and material retribution is ever-present in jail, making the development of infrastructure challenging. Such reality compels engaged teacher-researchers to develop tactical methods for promoting literacy with limited social and material support from institutions that are primarily invested in compliant behavior. Rather than relying upon traditional models for building engaged university-community infrastructure in such contexts, I suggest a participatory curatorial model and explore the notion of curating a program within an ever-shifting set of artists, regulations, allegiances, and expectations.

pdf

Additional Information

ISSN
2162-6324
Print ISSN
1555-9734
Pages
pp. 64-75
Launched on MUSE
2017-01-25
Open Access
No
Archive Status
Archived
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.