Reuss, Anne. Education.” 38, no. 2 (May 1999): 113-27. The Howard Journal “Prison(er) Explores the implications of pedagogical decisions geared either towards corrections or individual empowerment in U.K. prisons. Shafer, Gregory. "Composition and a Prison Community of Writers." 90, no. 5 English Journal (May 1, 2001): 75-81. Describes the author's experiences teaching composition to inmates at a women's minimum security prison. Describes how these students wrote with alacrity and passion, using writing as a tool to solve problems and enlighten. Discusses how mandated curriculum and assignment requirements were met, revisions made and issues of dialect discussed, while students used writing as a tool for exploration and empowerment. Spaulding, Susanna. "Borderland Stories Teaching College in Prison." New Directions For 155 (2011): 73-83. Community Colleges In this article, the author presents the themes that emerged from her narrative inquiry into the experiences of the prison educators with whom she Their stories centered on working in a borderland, negotiating power relations, and making personal transformations. This article provides advice on curriculum design and educational principles. Tannenbaum, Judith. First Three Months.” “The Disguised as a Poem: My Years Teaching 3-25. Boston: Northeastern University Press, 2000. Poetry at San Quentin, Vacca, James. Prisoners Are Less Likely to Return to Prison.” Journal of “Educated no. 4 (Dec. 2004): 297-305. Correctional Education 55, This article describes the make-up of effective education programs. It would be useful on an organizational level in terms of curriculum design. Watts, Jacqueline H. "Teaching a distance higher education curriculum behind bars: challenges and opportunities." 25, no. 1 (February 2010): 57-64. Open Learning This article adopts a case-study approach to consider the barriers to higher education distance learning in the prison setting. It focuses on the practical and organizational constrains faced by educators in their efforts to help students in prison negotiate the different worlds of prison and higher education. It also highlights the value of one-to-one tutorial support in facilitating learning in less than optimum teaching conditions.
Reuss, Anne. “Prison(er) Education.” The Howard Journal 38, no. 2 (May 1999): 113-27. Explores the implications of pedagogical decisions geared either towards corrections or individual empowerment in U.K. prisons. Shafer, Gregory. "Composition and a Prison Community of Writers." English Journal 90, no. 5 (May 1, 2001): 75-81. Describes the author's experiences teaching composition to inmates at a women's minimum security prison. Describes how these students wrote with alacrity and passion, using writing as a tool to solve problems and enlighten. Discusses how mandated curriculum and assignment requirements were met, revisions made and issues of dialect discussed, while students used writing as a tool for exploration and empowerment. Spaulding, Susanna. "Borderland Stories Teaching College in Prison." New Directions For Community Colleges 155 (2011): 73-83. In this article, the author presents the themes that emerged from her narrative inquiry into the experiences of the prison educators with whom she Their stories centered on working in a borderland, negotiating power relations, and making personal transformations. This article provides advice on curriculum design and educational principles. Tannenbaum, Judith. “The First Three Months.” Disguised as a Poem: My Years Teaching Poetry at San Quentin, 3-25. Boston: Northeastern University Press, 2000. Vacca, James. “Educated Prisoners Are Less Likely to Return to Prison.” Journal of Correctional Education 55, no. 4 (Dec. 2004): 297-305. This article describes the make-up of effective education programs. It would be useful on an organizational level in terms of curriculum design. Watts, Jacqueline H. "Teaching a distance higher education curriculum behind bars: challenges and opportunities." Open Learning 25, no. 1 (February 2010): 57-64. This article adopts a case-study approach to consider the barriers to higher education distance learning in the prison setting. It focuses on the practical and organizational constrains faced by educators in their efforts to help students in prison negotiate the different worlds of prison and higher education. It also highlights the value of one-to-one tutorial support in facilitating learning in less than optimum teaching conditions.