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In this Voices: Reflective Accounts of Education essay, Annalisa Butticci and Colie Levar Long reflect on the Afrocentric and sensory pedagogy and positionalities that helped incarcerated students and their teacher create a virtual learning community within one postpandemic prison higher education program. Through an ethnographic study of the online class and autoethnography of their experiences using music as an essential part of the course, they provide valuable insights into teaching and learning during very challenging circumstances and while under emotional duress.
Butticci et al. (Sun,) studied this question.
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