Authentic Writing Instruction as Abolitionist, Fugitive Praxis in Youth Carceral Classrooms

Abstract

Writing instruction across the United States traditionally involves formulaic writing instruction with historically White, Eurocentric, and neurotypical norms to assess writing and provide norm-reinforcing instruction (Chavez, 2021). For youth in carceral settings, this instruction is often not rooted in their contexts and does not provide opportunities for resistance. The purpose of this theoretical poster is to argue for the use of authentic writing instruction as fugitive, educational abolitionist praxis within the youth carceral classroom.

Author

• Alexandra Wolf, University of Massachusetts Amherst