Prison Education and Reentry Commons^™

“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 …

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 …

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, …

"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 …

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, …

"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 …

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

Vol 6 #1 Special Issue, Preeti Kamat

Journal of Prison Education and Reentry (2014-2023)

Vol 6 #1 Special Issue_2019

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 …

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

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, …

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 …

Implementing Successful Jail-Based Programming For Women: A Case Study Of Planning Parenting, Prison & Pups – Waiting To ‘Let The Dogs In’, Kimberly Collica-Cox, Gennifer Furst

Journal of Prison Education and Reentry (2014-2023)

With 68% of prisoners recidivating within a three year period, designing and implementing innovative programming within the corrections setting is a necessity. The transient nature of the jail population begets difficulties for its successful implementation and maintenance. Since incarcerated females represent a smaller portion of the population, women, who face different challenges than their male counterparts, often receive less opportunity for programming, especially within the jail setting. Parenting, Prison & Pups (PPP), a program which weaves together an evidence-based parenting curriculum, integrated with the use of Animal-Assisted Therapy (AAT), serves as a model for how to implement innovative programming …

Vol 5 #1 Full Issue, Ginger Walker

Journal of Prison Education and Reentry (2014-2023)

Journal of Prison Education and Reentry Vol 5 No 1 Full Issue PDF

Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards

Journal of Prison Education and Reentry (2014-2023)

Prison Pedagogies, Learning and Teaching with Imprisoned Writers

Edited by Joe Lockard and Sherry Rankins-Roberson

Syracuse University Press, New York, 2018

ISBN 9780815654285

Reviewed by JUNE EDWARDS

Mountjoy Prison, Dublin, Ireland

Prison Education In Slovakia From The Teacher's Perspective, Silvia Lukacova, Marek Lukac, Eduard Lukac, Ivana Pirohova, Lucia Hartmannova

Journal of Prison Education and Reentry (2014-2023)

The present study deals with teaching practices in prison education in Slovakia. Attention is paid to secondary school teachers who, at the same time, teach adult prisoners. The aim of the qualitative research conducted was to find out in what ways, in the view of the teachers approached, prison education and school education differ and how they react to the differences. Another objective was to find out whether the teachers feel competent enough to teach prisoners. It was found out that theabsence of teacher training for prison education and the power of the prison regime strongly affect teaching practice. The …

Identity, Discourse, And Rehabilitation In Parole Hearings In The United States, Danielle Lavin-Loucks, Kristine M. Levan

Journal of Prison Education and Reentry (2014-2023)

Research on parole in the United States has primarily followed a deterministic approach, favoring an examination of variables contributing to release. However, a great deal of prior research neglects a central aspect of the parole process: mainly the hearing. Adopting an ethnographically informed conversation analytic approach, this article addresses one tactic offenders utilize to appeal to a state parole board for release– claiming rehabilitated status. Offenders appealing for parole attempt to establish, in a performative space, their identity as rehabilitated. More globally, this article addresses how individual manage, assert, and negotiate identity in the course of interaction. The achievement of …

The Conduits And Barriers To Reentry For Formerly Incarcerated Individuals In San Bernardino, Annika Anderson, Noe J. Nava, Patricia Cortez

Journal of Prison Education and Reentry (2014-2023)

Numerous scholars have noted that the majority of prisoners will be reincarcerated within three years of their release. However, while there has been extensive research on recidivism, much less attention has been paid to the reentry process in the sociological and criminological literature. Given the high rates of former prisoners reentering society with struggles that may affect their friends, family members, and communities, policymakers and practitioners should understand the successful methods for their reintegration. In this paper, we explore the conduits and barriers to reentry for a sample of San Bernardino county callers using United Way’s 211 Reentry Call Center …

A Realist Model Of Prison Education, Growth, And Desistance: A New Theory, Kirstine Szifris, Chris Fox, Andrew Bradbury

Journal of Prison Education and Reentry (2014-2023)

This paper articulates the first ‘general theory’ of prison education, offering a new insight into the relevance of desistance theory and understanding of prison sociology to the lives of men engaged in education whilst in prison. Using a realist review method (Pawson, 2002b; Wong, 2013a) we develop a rough, initial general theory of prison education articulated in the form of three context-mechanism-outcome configurations (CMO). We then ‘test’ these CMOs by assessing the current evidence base through a systematic review of literature. This paper articulates three inter-related CMOs that we ground in prison sociology and desistance literature: ‘hook’, ‘safe space’ and …

Lead Editor's Welcome, Jper Vol5#2, Cormac Behan

Journal of Prison Education and Reentry (2014-2023)

Lead Editor's welcome for Volume 5 #2.

Historical Vignette-- Mettray, Thom Gehring

Journal of Prison Education and Reentry (2014-2023)

In 1840, near Tours, France, jurist Frederick Auguste Demetz founded Mettray, a family substitute institution for juveniles. Before opening Mettray, “Demetz trained 27 assistants for. . .seven months.” (Eriksson, T. [1976]. The Reformers: An Historical Survey of Pioneer Experiments in the Treatment of Criminals. New York: Elsevier, 1976, p. 102). The institution was known as a school and employed teachers. Its curriculum consisted of “religion, philosophy, physics, chemistry, mathematics, French, Latin, Greek, German, English, writing, book-keeping, drawing, and music. . .” (Eriksson, 1976, p. 122). Mettray students were “from more or less wealthy social backgrounds,” and they “left it …

Demographic Variations In Achievement Goal Orientations Among Prisoners On Formal And Vocational Training In Uganda, Irene Aheisibwe, Aloysius Rukundo

Journal of Prison Education and Reentry (2014-2023)

Educating Prisoners has become a worldwide concern as a measure that can save community costs associated with criminal behavior. In Uganda, there is low participation in formal and vocational training among prisoners which can be associated with lack of knowledge on achievement goal orientations. This is central for adequate implementation of academic and vocational education in prisons, otherwise it may lead to wasted Government initiative and commitment on education as a rehabilitation strategy for prisoners. The purpose of the study was to assess demographic variations in achievement goal orientations among prisoners on formal and vocational training in Uganda.

This study …

About The Cover Art, Jper Vol 5#2, Annie Buckley

Journal of Prison Education and Reentry (2014-2023)

My Choice of Weapon, 2017

M. Nguyen

Oil Pastel

16” x 20” “Beyond the Blue” is a traveling exhibition of over 100 works of art created by incarcerated individuals participating in weekly arts programming through the Prison Arts Collective (PAC). The artists included seek to transform their lives through art and aim to shift society’s stereotypical image of ‘inmate’ or ‘prisoner’ by sharing their personal expressions and common humanity. “Beyond the Blue” opened at CB1 Gallery in Los Angeles in June 2017 and has traveled to additional venues, including Homegirl Cafe in Los Angeles, with scheduled visits throughout Southern …