<div>If you know me, you know my passion for using education as a vehicle for social justice, especially working with individuals who are incarcerated.
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<div>Last fall, I had the privilege to co-teach a college bridge course at a maximum-security facility with what became two close friends and colleagues. Afterwards, we submitted a proposal for an educational workshop to the Council on Social Work Education's 71st Annual Conference, October 23-26, 2025, in Denver, Colorado. The Conference's theme is "Championing Disability Justice and Disability Joy in Social Work."
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<div>Our proposal, "Anti-carceral Pedagogies: (In)Visible Disabilities and Fostering Mutual Aid for Adult Students Behind Bars," was accepted!
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<div>At that conference, titled we will <strong><em>WITH YOUR HELP </em></strong>lead an instructional workshop where we introduce participants to some key considerations when working in correctional/carceral educational settings, model for participants our evidence-based approaches to facilitating teaching and learning in prisons, and challenge participants to identify opportunities to apply lessons/insights in their own personal/professional settings. (A brief description and learning objectives are included at bottom!)
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<div><strong><em>One huge obstacle threatens to force me to withdraw from the conference by 7/25, however--the costs of registration, travel, and a place to stay.</em></strong>
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<div><strong><em>I need your help.</em></strong>
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<div><strong><em>Will you lend your support to help cover these costs?</em></strong>
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<div>... A little more on: "Anti-carceral Pedagogies: (In)Visible Disabilities and Fostering Mutual Aid for Adult Students Behind Bars" ...
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<div>Some incarcerated students navigate intellectual disabilities. All experience and live within a socially disabling environment whose consequences follow individuals for the rest of their life (interpersonally, institutionally, psychologically). To mitigate these imposed limitations and enduring consequences, incarcerated students require disability-justice informed pedagogy that fosters caring relationships, mutual aid and interdependence.
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<div>Learning Objectives:
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<div>1. Participants will understand and explain the importance of best practices of teaching incarcerated students, how to facilitate critical, disability-informed, and reflexive pedagogy within a correctional facility.
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<div>2. Participants will understand the importance of countering tendencies toward instructional coercion (to identify privileges and their positive/negative use, and tropes like White Saviorism) with demonstrations of radical care/student empowerment/respecting student agency or choice and mutual aid.
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<div>3. Participants will understand the complexity of teaching in prisons compared to non-correctional classrooms–administrative rules, variety of student ages/backgrounds/needs, interpersonal relationships, learning objectives and instructional materials.
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<div>p/c: Bard Prison Initiative; photographs were prohibited in our facility.
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Sara Riyad

Stacey Akines

Anonymous

Taylor Watterson

Anna-Christine Grant

Charlene Younger

Kate Bowley

Travis Wade

Nancy Nelson

Maria Nunez-Oliver

Katherine Nicholson

Allen Tabor

Debra Disilvestro

Emily Tabor

Abigale Tabor

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