A Pedagogy of Prison Abolition: Constructing a Queer Trans People of Color Abolitionist Curriculum

• In Event: 34.070 - Critical Perspectives on Constructivism and Progressive Education

Abstract

Objectives

Recent research on the school-to-prison pipeline has exposed the disciplining and punishment of black and brown youth in today’s school system (Alexander, 2013; Ferguson, 2000; Rios, 2011; Winn, Behizadeh, Duncan, Fine & Gadsden, 2011). Given the imbrication of racism and capitalism in the prison system, Angela Davis (2003) has called for its abolishment. Using autoethnographic methods, this paper examines the tensions that arose in my attempts to actualize an abolitionist pedagogy to transform relations of discipline and knowledge production in a 12th grade government/economics curriculum taught in a New York City public school. An abolitionist pedagogical framework necessitates a critique of constructivism by decentering the teacher from the ultimate authority of knowledge.

Perspectives

Foucault (1975/1995) asserted that the disciplining of bodies is coterminous with the disciplining of knowledge, yet in schools, we often talk about these as separate, unrelated concerns. Marginalized student populations are often not allowed to have power by way of knowledge (González, Moll, & Amanti, 2009; Popkewitz & Brennan, 1998; Valenzuela, 1999). This research builds on the works of queer trans activist-scholars of color who critique public institutions for serving particular publics at the expense of the most marginalized (Kershnar, et. al., 2007). They assert that prison abolition is radical for it presumes that nobody is disposable (Gossett & Spade, 2014). This paper utilizes an abolitionist framework to remedy the exclusion of the most marginalized and to incorporate a more dialogic constructivist approach to learning.

Data and Methods

I utilize autoethnographic (Ellis, 2002) and creative analytic process ethnographic (Richardson, 2000) methods, which involve self-reflexive analysis based on my own thinking as evidence. I reflect on the process of turning abolitionist work from queer trans scholars of color into a constructivist dialogic pedagogy that allows space for students’ original theorizing. I actualized the curriculum over two years in four sections of 12th grade government classes with about 20 students each. Students selected the course amongst several offerings. Data consisted of texts from community organizations, monographs on the prison system, teacher journal entries, and curriculum materials. In developing the curriculum, I relied on Gossett and Spade’s (2014) four aspects of abolition: prevention, intervention, reparation, and transformation. In actualizing an abolitionist pedagogy, I utilized a constructivist approach in which I decentered myself as the authority over knowledge, and students brought in their own texts for class discussion.

Findings and Scholarly Significance

As a confession of pedagogical indoctrination (Counts, 1932), I found myself asserting Davis’ (2003) radical thesis that prisons must be abolished, in contrast to students’ beliefs in the possibility of prison reform. Students understood the problems of racism and capitalism within the prison system, yet struggled with abolitionist notions that nobody should be exiled. Repeatedly asserting this thesis conflicted with my constructivist goals, yet was effective in encouraging students to further explore a new perspective they initially resisted. This research encourages teachers to assert new frameworks for interpreting the world as a part of their constructivist pedagogies.

Author

• Tadashi Dozono, California State University - Channel Islands