I've got time and some leftover rage from last night so a short close read thread on this tweet (messenger removed as they're moot; it's about the message and how we negotiate tensions.)

Basically, this joke-y tweet wildly misrepresents the concept that is "carceral pedagogy."

My understanding of "carceral pedagogy" is that it's a way to think/talk/write about the boundaries of a particular school culture and climate, including classroom practices. It sits within the larger idea of the carceral state. Which also includes this.

There are a variety of authors who write about it - including Monique Morris' work in @FilmPushout, Carla Shedd's @UnequalCity, and Tavis Bristol's work on Black male teachers. There's also the research on how Native children are treated in public schools versus tribal schools.

In other words, it's about systems. Which is to say, teaching a lesson on grammar isn't carceral pedagogy. What can be described as carceral pedagogy is a school where a teacher would, in all seriousness, refuse to let children go to the bathroom if they ask if they "can" go.

A school where children routinely lose points for using "incorrect" grammar during a class debate or discussion. A school where a student who fails to answer a question in a complete sentence is denied access to a pizza party or field trip.

It's a concept that invites us to think about the systems of school from the perspective of a child and how their school day is shaped by adults seeking to control their bodies.

And it's fine if it's not a phrase you want to use or one that doesn't connect for you.

What I'm frustrated by - and ragey at - is this notion we should reject the framing on its face. Or worse, mock or deride the idea simply because the phrase doesn't connect to or matched our own lived experiences.

Anywho. https://twitter.com/JennBinis/status/1296824046559072257

To be sure, I have seen good faith inquires that boil down to "if not TLAC, than what?" First, there are good strategies in TLAC - but that stuff wasn't invented by the author of the book. It's a compilation book organized around a philosophy.

In other words, using "wait time" isn't doing TLAC. Using "exit tickets" doesn't mean you're doing TLAC. Cold calling isn't doing TLAC. Using a child's name isn't doing TLAC. Etc. They're agnostic.

SLANT? WALLS? That's TLAC. They're about the philosophy.

So what if you want a different philosophical approach to the classroom? I'm nothing if not consistent/persistent, so of course, it's going to be a #PairedTexts.

The first pairing: @RethinkSchools "Open Minds to Equality" and Jackson's "The Pedagogy of Confidence."

The sourcebook is about establishing classroom culture and community. Dr. Jackson's book is based on the work of Reuven Feuerstein and gets at a philosophy that's very different than TLAC.

Another #PairedTexts might be Himmele and Himmele's "Total Participation Techniques" ( https://www.totalparticipationtechniques.com/ ) and Agarwal & Bain's "Powerful Teaching" ( https://www.powerfulteaching.org/ )

(Powerful Teaching has a bunch of guidance on explaining the "why" of pedagogy to students.)

There's also @GeekyPedagogy which is written for teachers who recognize certain traits in their own behaviors and want to find ways to teach through - or around - them. It's for college profs but I know a MS teacher who loves it. https://geekypedagogy.com/