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This article focuses on a collaborative service-learning project that enabled the authors to teach a curriculum that impacted the lives of their privileged young male students and inmates at the local jail. In keeping with their goals of challenging racial, ethnic and other barriers to understanding, the authors rely on the language of imagery to act as a catalyst for communication. The article discusses the importance of providing students with a framework for thinking about the social constructions of difference and the experiences of people in marginalized groups. The technical, creative, and ethical challenges of teaching inmates photography and of exhibiting their work are examined and reflected upon in the context of other community-based documentary projects. Images and texts created by the inmates and excerpts from our students’ journals are also featured.
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