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Full-Text Articles in Prison Education and Reentry
When ‘Inside-Out’ Goes ‘Upside-Down’: Teaching Students In A Jail Environment During The Covid Pandemic And Implications For The Use Of Correctional Technology Post-Pandemic, Kimberly Collica-Cox
When ‘Inside-Out’ Goes ‘Upside-Down’: Teaching Students In A Jail Environment During The Covid Pandemic And Implications For The Use Of Correctional Technology Post-Pandemic, Kimberly Collica-Cox
Journal of Prison Education and Reentry (2014-2023)
The transient population of county jails pose unique challenges for program implementation and maintenance. This past year, the spread of COVID-19 substantially increased such challenges, particularly since most correctional institutions are opposed to using Internet-based technologies, such as Zoom, in the secure part of their institution. Although college programming is rare in most jails, Inside-Out type classes, which allow college students to take a credited course alongside the incarcerated in a correctional setting, is a great way to provide a missed opportunity for purposeful intervention for the incarcerated, while providing a unique experiential learning opportunity for traditional undergraduate students. Based …
Transformative Learning Through University And Prison Partnerships: Reflections From ‘Learning Together’ Pedagogical Practice, Natalie Gray Ms, Jennifer R. Ward Dr., Jenny Fogarty Ms
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 …