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Call It What It Is: Post-Traumatic Stress Disorder (Ptsd) From Life In Prison, Thom Gehring

Journal of Prison Education and Reentry (2014-2023)

Call it What it is: Post-Traumatic Stress Disorder (PTSD) From Life in Prison

A Note About The Cover Art, Trey Hartt

Journal of Prison Education and Reentry (2014-2023)

Give Us Opportunities, 2016

Artist: Tee

Digital Print

Performing Statistics is a cultural organizing project that uses art to model, imagine, and advocate for alternatives to youth incarceration. Every summer, the project creates art with a group of teens in the Richmond Juvenile Detention Center’s post-dispositional program about their experiences navigating the justice system and their vision for a world without youth prisons. The artwork is then produced in a number of ways in order to reach decision-makers in the education, law enforcement, and juvenile justice systems. The project’s ethos looks to young people impacted by the juvenile justice …

Staying Gold: How A Group Of University Students Created Intergenerational Connections Through Art Museum Programming And Community Collaboration, Eli Burke, Carissa Dicindio Ph.D

International Journal of Lifelong Learning in Art Education

In this article, we examine ways in which an intergenerational art program, Stay Gold, helped build relationships between queer youth and elders in an art museum to combat loneliness, isolation, and disconnection. This museum program was initially designed by university students in a graduate art education course to help form connections between queer youth and elders through art-making, sharing stories, and conversations about art. Participants play a large role in shaping the direction of the program, and the program continues to grow and evolve to include more opportunities for collaboration between youth and elders through group projects and dialogue. Although …

Inverse Inclusion: Transforming Dispositions Of Disability And Inclusion, Angela M. Laporte

International Journal of Lifelong Learning in Art Education

Inverse inclusion, a novel pedagogy, transforms preservice teachers’ dispositions about disability and inclusion during an action research study of two university intercession service learning course collaborations with a community-based art program for disabled adults (clients). In this approach, university students (preservice teachers) rotate and reflect on roles as student, teacher, teacher’s assistant, and observer within an inclusive art class. Among these rotations, the student position relinquishes their hierarchical perspective as teacher, assistant, and observer, and situates them as a collaborative learner, conducive to building egalitarian relationships with clients. Based on qualitative data from university student participants in the form …

Building Relationships: Art Making And Empty Bowls, Susan R. Whiteland

International Journal of Lifelong Learning in Art Education

How can collaborative art making foster relationship building for those involved? A Problem Based Learning project that investigated food insecurity and the creation of clay soup bowls provided an answer for a number of students, and various community members. This article follows the story of a university professor’s involvement with her students in a partnership with a local intermediate school when they pursued an initiative to include art in their STEAM based curriculum dedicated to meeting a local need. Older adults, elementary students, and a variety of other interested individuals joined the effort and demonstrated how art can build relationships.

Intergenerational Collaboration: A Professional Journey Begins, Camilla Mccomb, Bonnie Capling, Kristyn Demint, Courtney Miller, Jane Montero

International Journal of Lifelong Learning in Art Education

No abstract provided.

Connecting Through Creative Collaborations, Pamela H. Lawton

International Journal of Lifelong Learning in Art Education

No abstract provided.

Undergraduate Students As Job Mentors To Support Youth Transitioning From Incarceration, Theresa A. Ochoa, Niki Weller, Molly Riddle

Journal of Prison Education and Reentry (2014-2023)

Helping Offenders Prosper through Employment (HOPE) is a university-based mentoring program that trains undergraduate students to serve as job mentors to incarcerated youth serving a sentence in Indiana’s juvenile correctional facilities. The purpose of this article is to describe HOPE’s mission, principles and components, underscoring how undergraduates are prepared and serve as credible role models to incarcerated youth during and after confinement to improve community reentry. This article is intended for practitioners interested in implementing evidence-based peer mentoring in juvenile correctional facilities as well as scholars interested in the study of factors that reduce juvenile recidivism.

Discarded: Exploring Material Stories And Movements Through Participatory, Public Art Interventions, Kira Hegeman

Journal of Social Theory in Art Education

Drawing on DeCerteau’s (1984) philosophy of tactics, which subvert dominant ways of being through creative appropriations of space and behavior, and New Materialist philosophies that offer vitality and agency to non-human objects (Barad, 2007; Bennett, 2004; 2010), this paper explores a three-part series of participatory, public art interventions related to waste, consumption and material relationships. The three installations were distinct but connected, situated in public spaces and corridors as a means of disrupting daily moments while encouraging moments of pause to be with discarded, material objects in playful and creative ways (de Certeau, 1984; Debord, 1956). With these installations we …

Troubling The “We” In Art Education: Slam Poetry As Subversive Duoethnography, Gloria J. Wilson, Sara Scott Shields

Journal of Social Theory in Art Education

Scholarly dialogues are filled with discussions of teacher’s personal perspectives, experiences, and challenges - but rarely do these dialogues include the narratives that lie beneath the surface. The subversive tales confronting stories of microagressions, alternate histories, and institutionalized norms that shape the educational landscape we navigate daily. This paper is focused on bringing to the surface a call and response lament of two social justice-oriented art educators--one Black, the other White. Using the dialogic methodology of duoethnography and the performative aspects of slam poetry, we share our racialized-teaching accounts as a multisensory experience, where text and performative orality share a …

Public School Art Teacher Autonomy In A Segregated City: Affordances And Contradictions, Albert Stabler, Jorge R. Lucero

Journal of Social Theory in Art Education

Over the past two decades, the Chicago Public Schools have seen a lot of change. First there was the opening of magnet schools, and other gestures at reform, followed by school closures and the flourishing of charter schools. In this essay, two former Chicago art teachers, one who taught in a prominent college prep magnet high school on the north side, and one who taught in an under-resourced neighborhood high school on the south side, examine the commonalities of their otherwise divergent experiences, particularly with regard to the freedom allotted to both them and their students by the administrative affordances …

Losting + Founding Poetry: Sub/Versive Academic Love Letters, Mindi J. Rhoades, Vittoria S. Daiello

Journal of Social Theory in Art Education

No abstract provided.

Sub/Versing Mentoring Expectations: Duration, Discernment, Diffraction, Natalie Leblanc, Valerie Triggs, Rita Irwin

Journal of Social Theory in Art Education

The three of us have shared co-mentoring relationships over the last decade. Rita was the PhD supervisor for both Natalie and Valerie and while working with them and other PhD students, came to believe that goals are reciprocal in many ways. In this article, we attend to the concept of co-mentoring, an exchange that includes three qualities guiding ongoing artistic, professional and scholarly work. These subversive qualities are described as: a) duration, b) discernment, and c) diffraction. From a practice-based, new materialist lens, we take turns describing how each quality is important to co-mentoring relationships and we provide theoretical …

Editorial: Critical Reflections On Higher Education In Prison, Helen Nichols Dr, Suzanne Young Dr, Cormac Behan Dr.

Journal of Prison Education and Reentry (2014-2023)

Editorial: Critical Reflections on Higher Education in Prison

Historical Vignette: When Pestalozzi Went To Meet Bonaparte, Thom Gehring

Journal of Prison Education and Reentry (2014-2023)

Historical Vignette: When Pestalozzi Went to Meet Bonaparte

Transformative Learning Through University And Prison Partnerships: Reflections From ‘Learning Together’ Pedagogical Practice, Natalie Gray Ms, Jennifer R. Ward Dr., Jenny Fogarty Ms

Journal of Prison Education and Reentry (2014-2023)

This paper critically discusses two London-based ‘Learning Together’ prison university partnerships - Middlesex University with Her Majesty’s Prison (HMP) Wandsworth and London South Bank University (LSBU) with HMP Pentonville. The paper documents how students experienced the shared classroom learning approach designed on principles of ‘transformative pedagogy’, and how students interpret their personal development and the knowledge and skills gained as a result. We share the steps taken to bring the Learning Together pedagogical philosophy to life and use evidence from module evaluation findings and critical reflections to demonstrate the transformations that happen. We interpret our findings through the lens of …

Learning Together: Localism, Collaboration And Reflexivity In The Development Of Prison And University Learning Communities, Amy Ludlow, Ruth Armstrong, Lorana Bartels

Journal of Prison Education and Reentry (2014-2023)

This paper engages with challenges of localism, collaboration and reflexivity in thinking about the conceptualisation and development of partnership learning communities between higher education and criminal justice institutions. Grounded in experiences of partnership working in the UK and Australia, our arguments are twofold: first, drawing on missions, policy and practice challenges, that there is a case to be made for partnership-working between higher education and criminal justice institutions; and second that, although there is a need to think about collaborative international structures, there is also a need to reflect critically on how different socio-political and cultural realities (both within and …

Turning Gender Inside-Out: Delivering Higher Education In Women’S Carceral Spaces, Giulia Federica Zampini, Linnéa Anna Margareta Österman, Camille May Stengel, Morwenna Bennallick

Journal of Prison Education and Reentry (2014-2023)

This article is a critical reflection of the role of gender in the delivery of a higher education course based on the Inside-Out Prison Exchange Programme. Related concepts such as hegemonic masculinity, heteronormativity, and intersectionality are discussed within the prison education setting. This reflection primarily draws on critical incidents from the experiences of the first three authors facilitating a higher education course in a women’s prison in England. One major reflection is that learning in a group of ‘inside’ and ‘outside’ students, all self-identified women, who vary along the dimensions of age, class, ethnicity, nationality and sexual expression, presented unique …

"There’S More That Binds Us Together Than Separates Us": Exploring The Role Of Prison-University Partnerships In Promoting Democratic Dialogue, Transformative Learning Opportunities And Social Citizenship, Anne B. O'Grady Dr, Paul Hamilton Dr.

Journal of Prison Education and Reentry (2014-2023)

In this paper we argue that education – particularly higher education (HE) - has the potential to offer socially, economically and culturally transformative learning opportunities–cornerstones of social citizenship. Yet, for prisoners, the opportunity to engage in HE as active citizens is often limited. Using a Freirean model of democratic, pedagogic participatory dialogue, we designed a distinctive prison-University partnership in which prison-based learners and undergraduate students studied together. The parallel small-scale ethnographic study, reported here, explored how stereotypes and ‘Othering’ - which compromise social citizenship - could be challenged through dialogue and debate. Evidence from this study revealed a positive change …

Learning Desistance Together, Emily Turner Dr, Rose Broad Dr, Caroline Miles Dr, Shadd Maruna Professor

Journal of Prison Education and Reentry (2014-2023)

Drawing on self-report data from a Learning Criminology Inside initiative bringing together BA Criminology students from the University of Manchester with prison-based students from a category C resettlement prison, this article will consider the process of studying desistance “together” in this collaborative setting. It will discuss the complexities of facilitating an external University course in a category C resettlement prison and illustrate how many of the expected and observed behaviours of both sets of students and staff involved reflected themes common to research in reintegration and desistance. The experience of taking part in a prison-based university level course incurs setbacks, …

Needed Specialists For A Challenging Task: Formerly Incarcerated Leaders’ Essential Role In Postsecondary Programs In Prison, Samuel Arroyo Edd, Jorge Diaz, Lila Mcdowell Phd

Journal of Prison Education and Reentry (2014-2023)

U.S. President Lyndon B. Johnson’s 1967 Commission on Law Enforcement and Administration of Justice called for a massive increase in teachers prepared to assist in the delivery of academic programs for incarcerated people. “Substantial subsidies are needed to recruit needed specialists,” they wrote, “and to provide them with the training required to make them effective in their complex and challenging task.” Half a century later, the persistent educational deficits and need for empowering postsecondary academic programs in prisons across the United States and the world are being addressed by a wide range of responses from specialists in higher education, corrections, …

“It’S About Whose Voices Matter”: Reflections On Insider/Outsider Status In Prison Classrooms, Rachel Rose Tynan

Journal of Prison Education and Reentry (2014-2023)

Based on the author’s experience of teaching on a higher education project in two English prisons - one for men aged 18-30 and one for women aged over 21 - the article considers how critical reflection on prison norms encourages authenticity and respect in the classroom. These elements provide a foundation for students to negotiate conflicting subject positions and meanings and build critical thinking skills. Both prisons and universities are risk averse and bound by structured approaches to risk and authority that may impact the development of such relationships. The author reflects on how conflicts and collaboration in both classrooms …

"People Like Me Don’T Belong In Places Like This." Creating And Developing A Community Of Learners Beyond The Prison Gates, Helena J. Gosling Dr, Lawrence Burke

Journal of Prison Education and Reentry (2014-2023)

It is widely accepted that individuals with criminal convictions experience multiple disadvantage and deprivation, and, as a result, are considered least likely to progress to higher education (Unlock, 2018). The risk-adverse nature of higher education application processes further compound such disadvantage, even though there is no evidence to suggest that screening for criminal convictions increase campus safety (Centre for Community Alternatives, 2010). Drawing upon ethnographic data, the discussion critically reflects upon the development of one situated Learning Together initiative based within a University in the north-west of England. In doing so, the discussion highlights a series of emerging opportunities and …

Vol 6 #1 Special Issue, Preeti Kamat

Journal of Prison Education and Reentry (2014-2023)

Vol 6 #1 Special Issue_2019

Volume 5 #2 Full Issue, Preeti Kamat

Journal of Prison Education and Reentry (2014-2023)

Volume 5 #2 Full Issue

Reading “Women Don’T Riot” After The Riot: Creating A University-Prison Collaboration, Chrysanthi S. Leon, Graciela Perez

Journal of Prison Education and Reentry (2014-2023)

We examine a case study of a collaboration between a University and a Women’s Correctional Institution: an Inside Out college course that brings together incarcerated and traditional students. We analyze the creation of a class in the aftermath of a riot in the region and in the ongoing context of internal and external reforms. We provide specific examples of mistakes, lessons learned, and the impact of our pedagogical values and techniques, and provide links to our class materials. We emphasize communication between the institutions, from the students to instructors, among the instructors, and from instructors to students. In the classroom, …

English As A Foreign Language (Efl) In Captivity: The Case Of Iranian Prisoners Of War In The Iraq-Iran War, Abbas Emam

Journal of Prison Education and Reentry (2014-2023)

During the Persian Gulf War of Iraq-Iran (1980-1988), thousands of Iranians were taken captive by Iraqi troops. These prisoners of war (POWs) had to find ways to enrich and fill their time in prison camps. Learning English was one such activity. This study was carried out to appraise the motivations of the Iranian POWs for learning English, and to understand more about their textbooks, their classroom environment, the teaching methods and techniques employed, the skills emphasized, the teaching aids improvised, the types of exercises mobilized, as well as the test-taking techniques adopted. A relevant corpus of 21 memoirs and 7 …

Living With Hiv After Release From Prison: An Evaluation Of The Long-Term Health Of Formerly Incarcerated Individuals Who Used Michigan’S Community Reentry Service, Robin L. Miller Phd, Danielle Chiaramonte, Miles Mcnall, Jason Forney, Patrick Janulis

Journal of Prison Education and Reentry (2014-2023)

In 2003, Michigan implemented a reentry service to assist HIV-infected people incarcerated in state prisons in linking to HIV medical care immediately upon their release. We examined whether formerly incarcerated people were linked to care successfully, remained in care, and were in good health 3 years after their date of release. In all, 190 people used the service over the 5 years following its inception. Only a minority of those who were alive and not reincarcerated at the time of the evaluation engaged consistently with medical care. Unsurprisingly given low rates of engagement in care, 3 years after their release …

“I Never Thought I Could Accomplish Something Like This”: The Success And Struggle Of Teaching College Courses In Jail, Brittnie L. Aiello, Emma Duffy-Comparone

Journal of Prison Education and Reentry (2014-2023)

In this article, we discuss the challenges and potential benefits of teaching in the “revolving-door” of the criminal justice system: county jails. Massachusetts jails hold pre-trial offenders as well as those serving sentences of up to 2.5 years. Over four semesters, we have learned that flexibility and creativity are necessary to navigate the challenges this heterogeneous population presents, not the least of which is a class in constant flux. In spite of many challenges of teaching in a jail, the classes we teach give students a recovered or newfound belief in their own self-worth and ability, opportunities for intellectual engagement, …

What Is The Role Of The Prison Library? The Development Of A Theoretical Foundation., Jayne Finlay, Jessica Bates

Journal of Prison Education and Reentry (2014-2023)

There has been little examination of how criminological theory may help to inform library practice in correctional settings. This article takes steps to address this deficit by presenting a new and timely approach to prison library research. It suggests that situating prison library research within the disciplines of librarianship, education and criminology can lead to a deeper understanding of the contribution made by libraries to the lives of those in prison. The authors propose a theoretical model which draws on theories of desistance, informal learning theories and critical librarianship. This model can be used by both library and education researchers …