What I have to Say
(What I have to Say)
Is Worth Listening to
(Is Worth Listening to)
What I Think
(What I Think)
What I Feel
(What I Feel)
Our Chant (written collaboratively with Riverside Women):
Then I think I am
I am wondering
If being Responsible
Means lowering your Expectations
Filled with Questions
Found this and HAD to share:
"Please make these groups interesting, 'cause I am grouped out!"
— Elaine Bartlett, Bedford Hills prison, September 1997
CHAINED UP / BANGED UP / FELT UP
ROUGHED UP / STUCK UP / HELD UP
PUT UP / SHUT UP
SUCKED UP / TALKED UP
MESSED UP —
THEY MAKE ME
STRAP IN / WALK IN / SIT IN
TUNE IN / MOVE IN / FIT IN
GETS IN / PUSHES IN
COMES IN / PULLS IN
BLEND IN —
TURNED OFF / RIPPED OFF / SHUT OFF
CUT OFF / PISSED OFF / FLUFFED OFF
ALL YOU'ALL SHOULD
CLEANED OUT / WASHED OUT / SQUEEZED OUT
THROWN OUT / GROSSED OUT / PASSED OUT
I haven't finished typing up quotes but I did have one I wanted to put up here. I also chose a longer passage, thinking that depending on the situation and how many people have read, we may need a longer passage. It can also be shortened or lengthed because I thought these particular pages (189-93) really interesting.
“The next morning, Elaine returned to South Forty at 9:00 am for an all-day workshop about job hunting. She did not think she needed this class, but George had told her she had to attend. She walked into the classroom and sat down in the second row. Nearly every chair was taken, and almost all the other students were male.
The teacher distributed manila envelopes. “This envelope is for documents,” she said. “Birth certificates, ID with a picture, release papers, rap sheet, letter from a P.O., dispositions from the courts, and any proof of your ex-offender status.”
Before South Forty’s counselors could help anyone find a job, she explained, they needed some paperwork. The students pulled crumpled slips of paper from their pockets.
‘I got a copy of my bail receipt,’ one man said.
I was just sent this link by a friend- http://www.reddit.com/r/IAmA/comments/1r2q6h/orange_is_the_new_black_author_piper_kerman_here/
Apparently Piper Kerman, the author of Orange is the New Black, announced on her twitter that she would be answering reader/viewer questions on reddit. Some of her answers/the conversation that was provoked seemed interesting so I thought I'd post the link here in case anyone wanted to read. IN particular, I wanted to post her answer to this question: "First of all, I have to say that I love that show, and love the book. But I have one big question. Do you think a women of color at Danbury would have had the opportunity to write a book & turn it into a successful TV show like you did?" (http://www.reddit.com/r/IAmA/comments/1r2q6h/orange_is_the_new_black_author_piper_kerman_here/cdj00ra)
Kerman responds: "I think inequality and white privilege are one of the big topics of the book. Racism is on stark display in the criminal justice system, whether you are talking about policing, prosecution, sentencing, or what happens to people during incarceration. Andrea James has written a book about her own experience in the same prison I was held in: www.amazon.com/Upper-Bunkies-Unite-Thoughts-Incarceration/dp/0988759306
I am in the middle of reading Robert Scott's "Distinguishing Radical Teaching from Merely Having Intense Experiences," and I just had to stop and write some of my thoughts down. While I agree with Scott's assertion that the intense isolation of the prison environment has negative effects on prisoners as learners, I am struggling with some of the assumptions which bring the author to make this conclusion. Scott writes "There is no internet to cross-reference the course materials so the reading process itself becomes isolated. An isolated reading can easily become a misreading. When a teacher introduces an unheard-of subject, the resources they provide may be the only reference that students have." While Scott is not wrong in pointing out the stark lack of resources (such as outside reading materials, internet, etc.) that exist for prisoners while reading, I don't think it is possible for the reading experience to ever be entirely isolated. As we learned from Megan Sweeney in "Reading is My Window," reading allowed for the women on the inside to form what she titles as an Underground Railroad of Reading, through which women exchange books and critical conversation. Rather than reading in total isolation, the women become resources for each other. When we meet with the women from Riverside, I get the sense that similar connections are being formed between our group members during the time in between each meeting.
First, I just wanted to say how energized I felt after our conversation today. I actually followed Sasha to work and we continued the conversation until around 7:30, debating further about what it means to teach radically inside a prison, and whether it’s even possible. So rather than reflecting directly on the reading, I chose to reflect on the conversation Sasha and I had, and share with you all where we took the conversation after leaving. Of course, the questions only became more complicated and less answerable, but I enjoyed pushing our thinking further along as we challenged our responses/assumptions. It also became clearer to me while Sasha and I were talking that my thinking about these issues were being framed in my head by conversations I’ve had this past summer with one of my close friends, who identifies as a radical anarchist. I had this friend in my head during our meeting as well, debating in my ear about what it means to be radical. In particular, I was reminded of one conversation where they (gender neutral pronouns) asserted that they believed I was radical because of the way I thought, despite not being involved in any particular political action or identifying as radical.
hey everyone- this is rather late posting but if anyone has been still lurking around serendip over winter break, here is a link to my soundcloud account, which I uploaded all the recordings I had taken over the semester. There are some you haven't heard, so if you had liked the sound recordings you should check them out!
Both Sarah and I agreed that we do not have linear thought processes, but in an effort to indulge in divergent thoughts we recorded a very unstructured conversation about our ecological project, which including some of the sounds we have recorded while working together. For our project we both led each other on a blindfold sound tour, and led one another to a place of our choosing while recording. I was torn because I ended up needing to cut at least 20-30 minutes from the conversation because the entire recording was over an hour long and it was just too long to listen to. When I have the opportunity I will upload the rest because I think it is an interesting conversation, but I kept what I thought was the most relevant.
Sarahj and I met to discuss our interest in sound. We met for a while, and finally decided that we would structure a discussion around the idea of creating an auditory map of Bryn Mawr. We wanted to find differing ways to represent the world and the places we inhabit, with the understanding that in Anne’s words, all representations would be “thin and inadequate” and with the assumption that in whatever representation is produced, there will always be something lost in the final product. We wanted the class to both create this map and listen to sounds of Bryn Mawr. The presentation began with us explaining our individual interests in sound and then asking the class to contribute in trying to recreate different sounds that we hear across campus. Our peers were either allowed to describe the sounds, or attempt to represent them any way they choose as long as it was through making some kind of noise. Sarahj and I agreed ahead of time that we wanted to document this map in someway. We decided that we would record these sounds that students make, in an effort to keep the representation an entirely auditory one, and not have the visual of writing on the board or on paper. In addition, we realized that if students chose to represent a sound in a way that was not descriptive, it would be almost impossible to recreate this in writing/visually. We then played a recording of a spot on Bryn Mawr’s campus and asked students to try and figure out where the sound had come from. We originally recorded two places to share, but in the interest of time, where only able to play one sound.