Academic journal article Yale Human Rights and Development Law Journal

When a Smile Gets You Inside: Engaging the Oppressor in Service of Resistance

Academic journal article Yale Human Rights and Development Law Journal

When a Smile Gets You Inside: Engaging the Oppressor in Service of Resistance

Article excerpt

Prior to law school, I volunteered as a teacher in a radical, anti-oppressive education collective in an American jail. (1) Each teacher periodically wrote and taught a new curriculum based on student input, interest, and preference. In addition to providing educational opportunities within the jail, one of the main goals of the collective was to resist the carceral state through education. These are the radical elements of our program, as I understood them: (1) there were no hierarchies in the classroom; (2) we would not teach GED (2) or other any other curricula approved by the Department of Corrections (DOC) and the topics were student-selected; and (3) we would not require our students to participate in class lessons. As long as students who did not want to participate in the lessons did not interrupt those who wanted to, they were free to stay and interact--or not--as they chose.

Of the many reasons I enjoyed this model, I was very glad that it allowed me to use my privilege as someone on the outside to help those on the inside resist an oppressive and illegitimate system. By simply being in the classroom and allowing the students to engage as they so chose, I was able to help these students enjoy a respite from the tumult of general population (Gen Pop), (3) and the surveillance of Correctional Officers (COs). Our classes were rich, and engaging, and hilarious, and heartbreaking. Over my time there, we discussed a panoply of topics--from how to choose a mortgage with the best annual percentage rate, to how to effectively message the dangers of climate change. The classes were wonderful, and, most importantly, our conversations were private and free.

I spent more time getting inside the jail than I did in the classroom. Traveling from my office to the classroom took about two and a half hours, give or take. It took approximately an hour and a half to get to the jail, and about an hour to process in, depending on the circumstances. From the moment class ended, it took another hour to process back out. Because I would come at a regular time once a week, I spent a lot of my time processing in with COs and other jail staff. Sitting in waiting rooms, sitting on buses, walking through metal detectors, buzzing in through bars: I spent all of this time with DOC employees.

The more time I spent with them and the better our rapport, the faster the process of getting inside and to the classroom seemed to go. The bus driver would wait a couple of extra minutes to take me from the processing center to the jail; the officer who escorted me back to the classroom would arrive to take me almost immediately, instead of making me wait in the cold.

Though these perks were nice for me, my warm rapport seemed to have even better outcomes for the students. Once I checked in at the front desk, the COs would actually go to each housing unit and call the students down to the classroom. As to be expected in a prison, this process was unpredictable and unreliable--when I first began volunteering, students would report that the COs had not called their unit the previous week and that is why no one had shown up. In the later months of my volunteering, after I had established a working relationship with the COs and other DOC staff, I noticed that the COs were much more consistent with calling down students than they had been at the beginning. My conversations--consistent and friendly conversations--my warmth, and my willingness to listen had greased the wheels of the jail so effectively that the classes were running like a well-oiled machine. I got to the classroom more quickly, the classrooms were full, and we had nearly two hours of interrupted class time wherein the students were free to express themselves without the immediate burden of being in Gen Pop.

To put it simply, by engaging with the DOC and its staff with a smile, I was able to facilitate an act of resistance inside the DOC's own walls. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.