Transformative Pedagogy in Prison: Exploring the Impact of Humanities-Based Education on System-Impacted Individuals
Disciplines
Curriculum and Social Inquiry | Ethics and Political Philosophy | Humane Education | Language and Literacy Education | Prison Education and Reentry
Abstract (300 words maximum)
Transformative Pedagogy in Prison: Exploring the Impact of Humanities-Based Education on Incarcerated Individuals
Examining the transformative potential of humanities-based education for incarcerated individuals draws on interdisciplinary perspectives from pedagogy, digital literacy, and higher education. Through an intensive literature review and a critical analysis of existing educational programs within carceral environments, this study identifies key challenges and opportunities associated with offering humanities courses in prison settings. The research argues that education within these settings should extend beyond traditional metrics like recidivism and tax reduction to foster personal development, critical thinking, and identity reconstruction. This work delves into diverse pedagogical schemas, such as Paul Ricœur’s philosophy of narrative identity and adult education principles, which emphasizes the importance of autonomy and vulnerability in crafting a responsive and humane educational approach. To complement pedagogy, this work also explores the role of digital literacy and cultural rhetoric in empowering incarcerated students to create and share their stories. Through a qualitative assessment of programs like the Inside-Out pedagogy and the Boston University Prison Education Program, this research project highlights the impact of inclusive, community-driven educational experiences that prioritize self-reflection, mutual respect, and non-coercive learning environments. The findings suggest that when implemented thoughtfully, humanities-based prison education can serve as a powerful tool for cognitive liberation, enabling incarcerated individuals to reconceptualize their identities as scholars and active participants in society. Underscoring the ethical complexities of educational initiatives within prisons allows for more careful consideration of the impacts on both students and educators. This enables a nuanced advocacy for a shift in prison education policy and practice toward more holistic and humanizing approaches, ultimately contributing to broader systemic changes and more universal social justice.
Keywords: Prison Education, Humanities, Narrative Identity, Pedagogy, Digital Literacy, Critical Thinking, Autonomy, Social Justice.
Academic department under which the project should be listed
RCHSS - Foreign Languages
Primary Investigator (PI) Name
Dr. Abigail Alexander
PowerPoint Presentation
Transformative Pedagogy in Prison: Exploring the Impact of Humanities-Based Education on System-Impacted Individuals
Transformative Pedagogy in Prison: Exploring the Impact of Humanities-Based Education on Incarcerated Individuals
Examining the transformative potential of humanities-based education for incarcerated individuals draws on interdisciplinary perspectives from pedagogy, digital literacy, and higher education. Through an intensive literature review and a critical analysis of existing educational programs within carceral environments, this study identifies key challenges and opportunities associated with offering humanities courses in prison settings. The research argues that education within these settings should extend beyond traditional metrics like recidivism and tax reduction to foster personal development, critical thinking, and identity reconstruction. This work delves into diverse pedagogical schemas, such as Paul Ricœur’s philosophy of narrative identity and adult education principles, which emphasizes the importance of autonomy and vulnerability in crafting a responsive and humane educational approach. To complement pedagogy, this work also explores the role of digital literacy and cultural rhetoric in empowering incarcerated students to create and share their stories. Through a qualitative assessment of programs like the Inside-Out pedagogy and the Boston University Prison Education Program, this research project highlights the impact of inclusive, community-driven educational experiences that prioritize self-reflection, mutual respect, and non-coercive learning environments. The findings suggest that when implemented thoughtfully, humanities-based prison education can serve as a powerful tool for cognitive liberation, enabling incarcerated individuals to reconceptualize their identities as scholars and active participants in society. Underscoring the ethical complexities of educational initiatives within prisons allows for more careful consideration of the impacts on both students and educators. This enables a nuanced advocacy for a shift in prison education policy and practice toward more holistic and humanizing approaches, ultimately contributing to broader systemic changes and more universal social justice.
Keywords: Prison Education, Humanities, Narrative Identity, Pedagogy, Digital Literacy, Critical Thinking, Autonomy, Social Justice.