\u003cp\u003eThis original account is based on the author\u0026#8217;s experiences with incarcerated girls participating in\u003cem\u003e Girl Time,\u003c/em\u003e a program created by a theatre company that conducts playwriting and performance workshops in youth detention centers. In addition to examining the lives of these and other formerly incarcerated girls, \u003cem\u003eGirl Time\u003c/em\u003e shares the stories of educators who dare to teach children who have been \u0026#8220;thrown away\u0026#8221; by their schools and society. The girls, primarily African American teens, write their own plays, learn ensemble-building techniques, explore societal themes, and engage in self analysis as they prepare for a final performance. The book describes some of the girls and their experiences in the program, examines the implications of the school-to-prison pipeline, and offers ways for young girls to avoid incarceration. Readers will learn how the lived experiences of incarcerated girls can inform their teaching in public school classrooms and the teaching of literacy as a civil and human right.\u003c/p\u003e\u003cp\u003e\u0026#8220;Winn brings to mind theories of play and performance that rarely enter the professional preparation for teachers at the secondary level.\u0026#8221;\u003cbr\u003e\u0026#8212;Shirley Brice Heath, Stanford University\u003c/p\u003e\u003cp\u003e\u0026#8220;In the brilliant hands of Maisha T. Winn, \u003cem\u003eGirl Time\u003c/em\u003e harvests seeds and stories about girls living in juvenile settings.\u0026nbsp;.\u0026nbsp;.\u0026nbsp;. Penned in the ink of love, awe, despair, and dignity, the volume swings between documentary and possibility.\u0026#8221;\u003cbr\u003e\u0026#8212;From the Afterword by Michelle Fine, Graduate Center, CUNY\u003c/p\u003e\n
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