Teaching the Global History of Science in a Prison Classroom.

This article discusses the author's experience teaching a course on the global history of science in a prison classroom. The course was offered through the Prison & Neighborhood Arts/Education Project (PNAP) at Stateville Prison in Illinois. The author aimed to provide incarcerated students with access to science education and to deepen their understanding of the subject. The students were receptive to non-Eurocentric perspectives and inspired the author to expand the course's geographic coverage. Despite challenges such as limited resources and frequent disruptions, the classroom environment became cohesive and supportive, allowing for personal stories and discussions on topics like environmental racism. The author emphasizes the value of creating a just and global history of science through inclusive pedagogy. [Extracted from the article]