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100			_aSteil, Justin _956579
245			_aWhen Prison Is the Classroom: _bCollaborative Learning about Urban Inequality/
260			_bSage, _c2020.
300			_aVol 40, Issue 2, 2020 ( 186–195 p.).
520			_aThis article analyzes the pedagogy of an urban sociology course taught in prison, with both outside and imprisoned students. The course examined the production of knowledge used in the field of planning and sought to facilitate the coproduction of new insights about urban inequality. Participant observation, focus groups, and students’ written reflections reveal that, in comparison to traditional classroom settings, students explored with greater complexity their embodiment of multiple social identities, wrestled more deeply with the structural embeddedness of individual agency, and situated their personal experiences in a broader theoretical narrative about urban inequality. Building trust in the face of significant power disparities within the classroom was essential to learning. The findings highlight the importance of new locations of learning that enable classrooms to become contact zones, pushing students to collaboratively reimagine justice in the city with those outside the traditional classroom.
700			_aMehta, Aditi _956580
773	0		_09172 _917020 _dSage, _t Journal of Planning Education and Research _x 0739-456X
856			_uhttps://doi.org/10.1177/0739456X17734048
942			_2ddc _cEJR
999			_c14125 _d14125