Experiments in the Classroom
Bibliographic Data
| ID | 4461945 |
|---|---|
| Authors | Jessica Hatrick, Gabriel Shen, Guoqiang Shen (0000-0003-0532-6045) |
| Year | 2025 |
| Volume | 48 |
| Issue | 1 |
| Pages | 62-87 |
| Publication date | 2025-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Ethnic studies review (JOURNAL) |
| Journal identifiers | ISSN: 1555-1881 • E-ISSN: 2576-2915 |
| Publisher | University of California Press (PUBLISHER • US) |
| DOI | 10.1525/esr.2025.48.1.62 |
| OpenAlex | W4410494940 |
| Language | EN |
| References cited | 3 |
The authors-one faculty member and one undergraduate student-discuss the experiences and outcomes of a course designed around interrogating police, prisons, and carcerality. The paper describes course design and shares reflections on the benefits and challenges of ungrading, power-sharing pedagogies, and care labor. The authors share a course syllabus as pedagogical artifact. This contribution is part of the Abolitionist Pedagogies "distributed special issue" series
Artifact (error · Course (navigation · Mathematics education · Pedagogy · Power (physics · Sociology · Syllabus · Critical Race Theory in Education · Engineering · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |