How Porous are the Walls that Separate Us?: Transformative Service-Learning, Women’s Incarceration, and the Unsettled Self

In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that purport to reveal our identities (e.g., race and gender), to emplace our bodies (e.g., within institutions, prison gates, and walls), and to specify our locations (e.g., cultural, geographic, socialeconomic). One crucial theoretical insight our work makes clear is that the model of social justice teaching to which we aspired necessitates re-conceptualizing ourselves as students and professors whose subjectivities are necessarily relational and emergent.

Dependence of Positronium Lifetime on Temperature in Porous Materials

A positron and electron can form the bound state called positronium. When positronium is formed in a porous material, its lifetime is based on the electron density of the pore walls, temperature, and pore size according the Rectangular Extenstion to the Tao-Eldrup Model. Positronium Annihilation Lifetime Spectroscopy is an established technique of finding positronium lifetimes. Using this technique, we find positronium lifetimes at various temperatures and compare these to the expectations of the model. We find that the pore size relationship is consistent, but more data must be gathered under different conditions in order to draw conclusions about relationships between lifetime, temperature, and pore size.