Anthony Ellis Scholarly Speakers Series
proudly presents
PROF. MAISHA T. WINN
University of Wisconsin-Madison
“Building a ‘lifetime circle:’
English Education in the time of Mass Incarceration”
Wednesday, March 26, 2014
4:00 PM
Center for the Humanities/Knauss 2500
The talk is free and open to the public.
A reception will follow.
Prof. Maisha T. Winn (formerly Maisha T. Fisher) is a former public school teacher. She earned her doctorate in Language, Literacy, and Culture at the University of California, Berkeley and competed a postdoctoral fellowship at Teachers College, Columbia University. Dr. Winn became a member of a community of scholars who are intent on examining everyday literacy practices among adolescents in the interest of expanding earlier work on literacy practices within families and neighborhoods. Her work is focused on expanding the discipline to include performance and oral traditions in the examination of what constitutes the study of literacy.
Winn's research spans a wide variety of understudied settings including her earlier work on the literate practices extant in bookstores and community organizations in the African American community to her most recent work in settings where adolescent girls are incarcerated. Her work is multidisciplinary in that she examines the cognitive dimensions of the literate practices, the micro-level\interactional processes through which knowledge is constructed in these settings, and the socialization functions that take place through both peer relation and adult-youth relations as they emerge in these various institutions. And the substance of Winn's investigations further illuminate the roles that these institutions play within the larger cultural-historical development of racially diverse and low income communities -- including populations of Dominican, Puerto Rican, Columbian and African American descent.
Most recently, Winn’s continued work examining youth performing literacy and more specifically the intersection of arts in the lives of incarcerated and formerly incarcerated girls has been published in Girl Time: Literacy, justice, and the school-to-prison pipeline (Teachers College Press). Additionally, her research has been published in numerous journals including Harvard Educational Review; Review of Research in Education, Race, Ethnicity, and Education; Anthropology and Education Quarterly; Research in the Teaching of English, Journal of African American History, Written Communication, and English Education.
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