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Dismantling the Carceral State in Educational Practices: Centering Collaboration and Voice of the Formerly Incarcerated to Enact Transformation

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Title: Dismantling the Carceral State in Educational Practices: Centering Collaboration and Voice of the Formerly Incarcerated to Enact Transformation
Language: English
Authors: Joanna Weidler-Lewis, Roderick L. Carey (ORCID 0000-0002-6498-6089), Bryant Best (ORCID 0000-0001-7635-7995), Bettie Ray Butler, Howard Henderson, Jameel Spann
Source: Urban Education. 2026 61(7):1278-1305.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Descriptors: Institutionalized Persons, Correctional Institutions, STEM Education, Equal Education, Experience, Urban Areas, Justice, Change, Correctional Education, Postsecondary Education, Minority Groups, Racism, Social Bias, Barriers
DOI: 10.1177/00420859261429484
ISSN: 0042-0859
1552-8340
Abstract: Rectifying the injustices of mass incarceration and its lasting impact on practices in urban educational contexts necessitates a collective effort. Attempts to understand and change unjust carceral systems must include the voices of people these systems affect most. This article examines how centering the voice of our co-author, who was formerly incarcerated, resulted in changes in the other authors' various education practices working toward greater equity in STEM. We use equity-oriented scale-making as a framework to examine complexities in social movements. We present six autoethnographic narratives demonstrating the power of centering and amplifying the voice of our formerly "caged" partner. Our findings suggest that listening to and acting on one voice of the incarcerated experience can be the lever for transformation across scales of practice. We conclude with a discussion and recommendations for how others might replicate similar centering processes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508551
Database: ERIC
FullText Text:
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  Data: Dismantling the Carceral State in Educational Practices: Centering Collaboration and Voice of the Formerly Incarcerated to Enact Transformation
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  Data: <searchLink fieldCode="AR" term="%22Joanna+Weidler-Lewis%22">Joanna Weidler-Lewis</searchLink><br /><searchLink fieldCode="AR" term="%22Roderick+L%2E+Carey%22">Roderick L. Carey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6498-6089">0000-0002-6498-6089</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bryant+Best%22">Bryant Best</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7635-7995">0000-0001-7635-7995</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bettie+Ray+Butler%22">Bettie Ray Butler</searchLink><br /><searchLink fieldCode="AR" term="%22Howard+Henderson%22">Howard Henderson</searchLink><br /><searchLink fieldCode="AR" term="%22Jameel+Spann%22">Jameel Spann</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. 2026 61(7):1278-1305.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 28
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  Data: <searchLink fieldCode="DE" term="%22Institutionalized+Persons%22">Institutionalized Persons</searchLink><br /><searchLink fieldCode="DE" term="%22Correctional+Institutions%22">Correctional Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Correctional+Education%22">Correctional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: 10.1177/00420859261429484
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  Data: Rectifying the injustices of mass incarceration and its lasting impact on practices in urban educational contexts necessitates a collective effort. Attempts to understand and change unjust carceral systems must include the voices of people these systems affect most. This article examines how centering the voice of our co-author, who was formerly incarcerated, resulted in changes in the other authors' various education practices working toward greater equity in STEM. We use equity-oriented scale-making as a framework to examine complexities in social movements. We present six autoethnographic narratives demonstrating the power of centering and amplifying the voice of our formerly "caged" partner. Our findings suggest that listening to and acting on one voice of the incarcerated experience can be the lever for transformation across scales of practice. We conclude with a discussion and recommendations for how others might replicate similar centering processes.
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