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.
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Patrick W. Berry; Doing Time with Literacy Narratives. Pedagogy 1 January 2014; 14 (1): 137–160. doi: https://doi.org/10.1215/15314200-2348938
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