Dialogical spaces let incarcerated students reconstruct identity positions and worldviews

Evidence

In such spaces, “existing [identity] positions are further developed and new and commonly constructed [identity] positions have a chance to emerge” (Hermans & Hermans-Konopka, 2010, p. 6). These dialogical spaces create an opportunity for students in jails and prisons to experiment in processes of “ideological becoming” (Fecho & Clifton, 2017), which Bakhtin (1981a) described as “an intense struggle within us among various verbal and ideological points of view, approaches, directions, and values” (p. 342). As students in jails and prisons work toward the process of ideological becoming, they may embrace Freire’s vision of “the dialogic man” as they work to derive meaning from both the world within themselves and the world around them. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 393

Categorization

• DEFINE: Clarifies ‘dialogical space’ and ‘ideological becoming’ as identity reconstruction processes borrowed from Hermans and Bakhtin.
• XREF: The ‘ideological becoming’ struggle among verbal/ideological points of view echoes the book’s earlier framing of education as never neutral. — connects to: Critical pedagogy’s core demands are often impossible inside prisons, but dialogue survives. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 411; Dialogue-based pedagogy faces near-impossible conditions inside jail and prison settings — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 392; Inviting incarcerated students to question their world risks concrete harm. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 406 (+11 more)

Broader Connections

• Dialogue-based pedagogy faces near-impossible conditions inside jail and prison settings #qualifies (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 392
• Identity is constructed through discourse and dialogic interaction, not self-creation #corroborates (0.85) — Stuart Hall, Essential Essays, Volume 2, 23
• Marginalized youth actively shape subjectivity rather than passively accept assigned identities #corroborates (0.82) — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 3036
• Inviting incarcerated students to question their world risks concrete harm. #qualifies (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 406
• Colonized subjects reconstruct their identity by hand after it is shattered #corroborates (0.75) — Frantz Fanon, Constance Farrington, Black skin, white masks, 542
• Dialogue-based pedagogy must express the students’ own consciousness #expands (0.72) — Paulo Freire, Pedagogy of the Oppressed, 175
• The spectacle of punishment produced substitutions and misrecognitions of identity #complicates (0.72) — Michel Foucault, Discipline & Punish- The Birth of the…, 395
• Chinese students abroad reinterpreted encounters through pre-existing racial frames #complicates (0.70) — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 3339