Abstract
People with disabilities and those who are formerly/presently incarcerated are often perceived as an “allowable” loss in higher education: Regularly framed as a liability, threat, or detriment to the purported rigor and meritocratic elitism of post-secondary life. While eugenic and carceral logics endeavor to extinguish such bodies and minds from existing, long-standing practices of collective refusal, cross-movement solidarity, and coalition building have persisted despite the aims of K-20 educational spaces to resist otherwise. We present papers and discussions that represent critical analyses examining how researchers and participants in an academic re-entry and higher education in prison program and a department of urban education created life-affirming post-secondary opportunities rooted in decarceration, disability justice, and reparative futures.
Presenters
La Chan HannonDirector of Teacher Preparation and Innovation; Assistant Professor of Professional Practice, Urban Education, Rutgers University Newark, New Jersey, United States
Details
Presentation Type
Theme
KEYWORDS
Higher Education, Merit, Education in Prison, Disability Studies, Reparations
