The language of submission: a four-way duoethnography exploring translanguaging pedagogy with carceral students’ funds of knowledge and funds of identity

ABSTRACT

Purpose

Our purpose is to demonstrate that duoethnography can be both a collaborative research methodology and a pedagogical strategy for robust learning practices in secondary carceral settings. These settings are defined as those classrooms serving youth whose movement is limited by either being confined to a facility or being excluded from all other classrooms. This study explores our lived experiences, as a group of three carceral secondary school alumni and one teacher, of working together to connect funds of knowledge, funds of identity, and translanguaging to carceral classroom pedagogy.

Design/methodology/approach

This study is a four-way duoethnography that juxtaposes the perspectives of our multiple experiences of learning, development, and linguistic affordances. As duoethnographers, we compare and contrast our experience of one phenomenon: possible connections between pedagogy in carceral settings and the funds of knowledge, funds of identity, and translanguaging literature and approaches to education.

Findings

Our research reports on how we benefited from funds of knowledge, funds of identity, and translanguaging approaches. We reflect, as representatives of carceral students and their teachers, on how we, in turn, could contribute to these traditions. Finally, our work demonstrates and models the pedagogic potential of bringing these approaches together.

Originality/value

This study foregrounds the rarely heard voices of carceral students as we advance new approaches that connect the language of students’ communities to secondary classroom language goals and vice versa. In this way, our work helps ensure that student’s voice informs funds of knowledge, funds of identity, and translanguaging pedagogy innovation for carceral settings.

KEYWORDS:

• Funds of knowledge
• funds of identity
• translanguaging
• duoethnography
• carceral education

Acknowledgements

The authors are grateful to The Special Edition Editors, Dr. Hale, Dr. Roam, Dr. Fi, Dr. Zipin, Dr. Brennan, Ms. I, Paloma, El Prius, Sarah, David, Rafael, Crystal, Sandra, Los Guilicos Staff, Larry, Isabel&FamilyDinnersCrew, Tiffany, Carl, Oscar, Ms. Gallagher, R.I.P.R.R.R.E.T.C.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data deposit

We have made available the set of extended dialogues, reconstructed from our transcripts, from which we derived our findings. We make these available in their complete form to ensure our work is grounded in, and benefits from, a commitment to polyvocal representations of data and praxis. https://www.openicpsr.org/openicpsr/project/195728/version/V1/view

Notes

1 4–20 is an internationally recognized symbol of cannabis. For example, April 20th (4/20 on US calendars) is a day of major cannabis-related events in states where cannabis is legal for recreational use.

2 The maximum-security unit.

3 Ms. T is referring to the language goals of secondary classrooms as named in a three-tiered system: Everyday, Academic, Domain-Specific

Additional information

Notes on contributors

Tatiana Harrison

Tatiana Harrison (Corresponding author), EdD from San Francisco State University with research interests in carceral education and langauge learning; English Language Development teacher of carceral students.

Karla Ledezma

Karla Ledezma, Waitress and Community College student working towards a degree in Juvenile Justice.

Malachi Morgan

Malachi Morgan, Community College student and Media influencer/Entrepreneur.

JonAvionn Morgan

JonAvionn Morgan, Community College student and In-home care provider and budding entrepreneur.