Experiments in the Classroom

The authors—one faculty member and one undergraduate student—discuss the experiences and outcomes of a course designed around interrogating police, prisons, and carcerality. The paper describes course design and shares reflections on the benefits and challenges of ungrading, power-sharing pedagogies, and care labor. The authors share a course syllabus as pedagogical artifact. This contribution is part of the Abolitionist Pedagogies “distributed special issue” series.