Critical Perspectives on Teaching in Prison: Students and Instructors on Pedagogy behind the Wall, 1st Edition

Cover Half Title Title Page Copyright Page Dedication Table of Contents List of Contributors Acknowledgements Introduction Incarceration in the U.S. Humility Is in Order It’s Not about Rehabilitation Embrace Complexity In This Volume Note References 1. An Open Letter to Prison Educators 2. Hope for Leaving a Legacy References 3. Repairing the Generations: Prison Higher Education as Historical Reparations Notes References 4. Pedagogy of the Offender Introduction Redefining Higher Education in Prison Fixing a Broken Society Conclusion References 5. A Nice Outfit “Proper Women” “Unique Issues” The Pink Collar Ghetto “Bottom of the Barrel” Further Considerations References 6. From Africa to High Desert State Prison: Journeys of an Invisible Teacher Prologue Southern Africa South Africa Prison Educator Education for Liberation in the Prison Yard Bibliography 7. The Perils of Transformation Talk in Higher Education in Prison Existing Prison Pedagogical Literature Freire and Giroux Ellsworth’s Intervention Discussion Notes References 8. On the Practice and Ethos of Self-Compassion for Higher Educators in Prisons Self-Compassion as a Practice The Ethical Dimension of Self-Compassion An Ethos of Self-Compassion Conclusion Bibliography 9. Beyond Progress: Indigenous Scholars, Relational Methodologies, and Decolonial Options for the Prison Classroom Something Other Than Progress Indigenous Scholars and Relational Methodologies In Search of Decolonial Options: A Five-Part Relational Methodology for the Prison Classroom Circling Back Notes References 10. No One Ever Asked Me: Embracing Embodied Pedagogy in the Creative Writing Classroom References 11. “Go Hard”: Bringing Privilege-Industry Pedagogies into a College Writing Classroom in Prison The Privilege Industry versus the Punishment Industry The Privilege Industry The Punishment Industry Negotiation One-on-One Consultation and Multiple Opportunities for Revision Flexibility Conclusion Note References 12. Women’s Writing Groups Inside: Healing, Resistance, and Change Incarceration, Individualism, and Harm The Writing Groups: Challenging Harm Personal Narratives: A Path to “Restorying” Sharing One’s Story: Doorway to Relationship Civic Engagement and Social Change Conclusion Notes References 13. Writing for Reentry: A Few Lessons from Transfer Theory Knowledge Transfer as Creating Repurposing across Contexts Reentry as Rhetorical Practice Creative Repurposing and Making Do Boundary Crossing Hope as Critical Rhetorical Practice Conclusion Note References 14. Untimeliness; or, What Can Happen in the Waiting Wasting Time Escaping Time Serving Time Disrupting Time Integrating Time Note Acknowledgements References 15. Teaching American History in Prison References 16. The Prison Oppresses: Avoiding the False Us/Them Binary in Prison Education Bibliography 17. Learning Inside-Out: The Perspectives of Two Individuals Who Had the Opportunity to Partake in the Soul Journey of Healing Arts and Social Change Introduction Osvaldo Armas Jerrad Allen 18. Healing Pedagogy from the Inside Out: The Paradox of Liberatory Education in Prison Introduction Healing Pedagogy The Liability of Vulnerability Internal Transformation against a Backdrop of Systemic Oppression Prison Education and Prison Abolition Working for Change Inside and Out Conclusion Epilogue Notes References 19. Schools, Prisons, and Higher Education Corporal Punishment in Schools Higher Education in Prison Impostor Syndrome Project Rebound Conclusion References Index This volume makes a case for engaging critical approaches for teaching adults in prison higher education (or "college-in-prison") programs. This book not only contextualizes pedagogy within the specialized and growing niche of prison instruction, but also addresses prison abolition, reentry, and educational equity. Chapters are written by prison instructors, currently incarcerated students, and formerly incarcerated students, providing a variety of perspectives on the many roadblocks and ambitions of teaching and learning in carceral settings. All unapologetic advocates of increasing access to higher education for people in prison, contributors discuss the high stakes of teaching incarcerated individuals and address the dynamics, conditions, and challenges of doing such work. The type of instruction that contributors advocate is transferable beyond prisons to traditional campus settings. Hence, the lessons of this volume will not only support readers in becoming more thoughtful prison educators and program administrators, but also in becoming better teachers who can employ critical, democratic pedagogy in a range of contexts. This book contains the following chapters: (1) An Open Letter to Prison Educators (Malakki); (2) Hope for Leaving a Legacy (Russell X); (3) Repairing the Generations: Prison Higher Education as Historical Reparations (Doran Larson); (4) Pedagogy of the Offender (Dennis "Justice" Simpson II); (5) A Nice Outfit (Kim Erbe); (6) From Africa to High Desert State Prison: Journeys of an Invisible Teacher (James Kilgore); (7) The Perils of Transformation Talk in Higher Education in Prison (Raphael Ginsberg); (8) On the Practice and Ethos of Self-Compassion for Higher Educators in Prisons (Thomas Fabisiak); (9) Beyond Progress: Indigenous Scholars, Relational Methodologies, and Decolonial Options for the Prison Classroom (Anna Plemons); (10) Shout, Sister Shout: Embodied Pedagogy in Creative Writing Classrooms (Sarah Shotland); (11) "Go Hard": Bringing Privilege-Industry Pedagogies into a College Writing Classroom in Prison (Stacy Bell); (12) Women's Writing Groups Inside: Healing, Resistance, and Change (Susan Castagnetto and Mary Lyndon Shanley); (13) Writing for Reentry: A Few Lessons from Transfer Theory (Maggie Shelledy); (14) Untimeliness; or, What Can Happen in the Waiting (Anne Dalke, with Jody Cohen); (15) Teaching American History in Prison (Margaret Garb); (16) The Prison Oppresses: Avoiding the False Us/Them Binary in Prison Education (Victoria Bryan); (17) Learning Inside-Out: The Perspectives of Two Individuals Who Had the Opportunity to Partake in the Soul Journey of Healing Arts and Social Change (Jerrad Allen and Osvaldo Armas); (18) Healing Pedagogy from the Inside Out: The Paradox of Liberatory Education in Prison (Tessa Hicks Peterson); and (19) Schools, Prisons, and Higher Education (R. Ralston)