{"id":65346,"date":"2022-10-20T12:49:35","date_gmt":"2022-10-20T16:49:35","guid":{"rendered":"https:\/\/world.edu\/?p=65346"},"modified":"2022-10-20T12:49:35","modified_gmt":"2022-10-20T16:49:35","slug":"how-college-in-prison-is-leading-professors-to-rethink-how-they-teach","status":"publish","type":"post","link":"https:\/\/world.edu\/how-college-in-prison-is-leading-professors-to-rethink-how-they-teach\/","title":{"rendered":"How college in prison is leading professors to rethink how they teach"},"content":{"rendered":"

\"\"<\/p>\n

When it comes to education in prison, policy and research often focus on\u00a0how it benefits society<\/a>\u00a0or improves the\u00a0life circumstances<\/a>\u00a0of those who are serving time.<\/p>\n

But as I point out in my new edited volume, \u201cEducation Behind the Wall: Why and How We Teach College in Prison<\/a>,\u201d education in prison is doing more than changing the lives of those who have been locked up as punishment for crimes \u2013 it is also changing the lives of those doing the teaching.<\/p>\n

As director of a\u00a0college program in prisons<\/a>\u00a0and as a\u00a0researcher<\/a>\u00a0and\u00a0professor<\/a>\u00a0who teaches in both colleges and prisons, I know that the experience of teaching in a correctional facility makes educators question and reexamine much of what we do.<\/p>\n

My book collects experiences of college professors who teach in prison. A common thread is that we all went into education behind the wall thinking about ourselves to some extent as experts but have since critically reflected on what we know through interactions with incarcerated students and the institutions that hold them.<\/p>\n

Rewriting the book<\/strong><\/h4>\n

One semester in 2020, I volunteered to tutor for a class on something that occurs frequently behind prison walls: conflict and negotiation. The class featured two books that are considered essential to the field. The first is \u201cInterpersonal Conflict<\/a>,\u201d a 2014 text that invites readers to reflect on how conflict has played out in their personal lives. The second is \u201cGetting to Yes<\/a>,\u201d a 2011 text described by its publisher as a \u201cuniversally applicable method for negotiating personal and professional disputes without getting angry \u2013 or getting taken.\u201d<\/p>\n

\u201cYou know, I know these are very important books and all, but this isn\u2019t really what would work in here,\u201d one incarcerated student said after a few class meetings, gesturing to the prison walls. \u201cHere, you can\u2019t talk openly about your feelings like the authors want us to, and the rules of relating to people are different.\u201d<\/p>\n

I responded that his observation was astute, and that knowing both sets of rules \u2013 and how to switch between them \u2013 could be profoundly useful. For example, I theorized, I imagine he behaves differently during yard time than on a phone call with a family member on the outside. If the textbooks about conflict on the outside didn\u2019t adequately address how to handle conflict in prison, I suggested he write an equivalent book for conflict negotiation in prison.<\/p>\n

\u201cMaybe I should,\u201d he chuckled, and looked around to his classmates. \u201cMaybe we should.\u201d<\/p>\n

The experience showed me how even though there are textbooks that are considered \u201cuniversal,\u201d that universality may not always extend itself to correctional institutions.<\/p>\n

A new understanding of status<\/strong><\/h4>\n

As a full professor and chair of the sociology department at Clark University, a small, private university in Worcester, Massachusetts,\u00a0Shelly Tenenbaum<\/a>\u00a0is used to being accorded a certain degree of respect for her professional accomplishments and credentials. But none of those things mattered once she passed through the gates of medium-security prisons for men located in Massachusetts.<\/p>\n

\u201cStatus that I might have as a scholar, full professor, department chair \u2026 is rendered invisible as we enter prison,\u201d Tenenbaum writes. When passing through security, \u201cI have been abruptly instructed to obey commands and my questions are ignored.\u201d<\/p>\n

Encounters with correctional officers are frequently unnerving for educators, particularly at the entrance gates.<\/p>\n

\u201cI find myself in the position of needing to second-guess what I may (or may not) have done wrong and defer to people who are considerably younger than I am,\u201d Tenenbaum continues. \u201cThere were times that I followed rules only to be scolded when the rules appeared to be differently interpreted from one day to the next. To be in the subordinate role of a power dynamic is a humbling experience. \u2026 It takes having expectations defied to realize that they even existed.\u201d<\/p>\n

Whether the rules are about clothing faculty members are allowed to wear or the number of pieces of paper we can carry in, the decisions are frequently about power. In her chapter, Tenenbaum writes that having had her status questioned has led to a new sense of humility and altered the power dynamics in her professional world. She does not take it for granted that her expertise is currency for respect.<\/p>\n

Modeling apology<\/strong><\/h4>\n

When an incarcerated student told Bill Littlefield, a retired English professor, that the novel \u201cFrankenstein\u201d had no relevance to his experience or life, Littlefield\u2019s first reaction was to push back.<\/p>\n

\u201c\u2018Good writing is always relevant,\u2019 I said, ever the professor,\u201d writes Littlefield. Littlefield tutors and teaches at the Massachusetts Correctional Institution in Concord and Northeastern Correctional Center. He is also author of the newly released book \u201cMercy<\/a>,\u201d as well as popular host of WBUR\u2019s sports radio show \u201cOnly A Game<\/a>.\u201d<\/p>\n

\u201cHe said he would read it, certainly \u2026 even though he knew that the story of the lonely, ultimately vengeful monster created by the gentleman scientist\u2019s preposterous, insane overreach would have nothing to say to him,\u201d Littlefield writes. \u201cI argued that he was wrong.\u201d<\/p>\n

But in the week that followed, Littlefield said he came to see his own reaction as a mistake and an act of arrogance.<\/p>\n

\u201cWhen we met again, I made a point of apologizing to the student, in front of his classmates,\u201d Littlefield writes. \u201cI told him that I\u2019d realized it was no business of mine to tell him what was relevant to his life. If he did the reading, he\u2019d decide for himself.\u201d The student thanked him.<\/p>\n

More college in prison<\/strong><\/h4>\n

As college programs in prison\u00a0become more prevalent<\/a>, I fully expect that in the coming years there will be more and more college professors being transformed by the powerful experience of teaching behind bars. This is especially so given that Congress has\u00a0lifted a long-standing ban<\/a>\u00a0on federal financial aid, namely, Pell Grants, for people who are incarcerated.<\/p>\n

In 2022, there are 374 prison education programs run by 420 institutions of higher education operating in 520 facilities, according to the\u00a0National Directory<\/a>\u00a0maintained by the Alliance for Higher Education in Prison.<\/p>\n

Collectively, college programs in prison have been shown to\u00a0lower the odds<\/a>\u00a0that a person who participates in them will return to prison after being released. But as I show in my book, the programs are also dramatically changing the perspective of the college professors who teach them.<\/p>\n

Author Bio:<\/strong> Mneesha Gellman is Associate Professor of Political Science at Emerson College<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

When it comes to education in prison, policy and research often focus on\u00a0how it benefits society\u00a0or improves the\u00a0life circumstances\u00a0of those who are serving time. But as I point out in my new edited volume, \u201cEducation Behind the Wall: Why and How We Teach College in Prison,\u201d education in prison is doing more than changing the […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[434120],"coauthors":[11733],"class_list":["post-65346","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-prison-education-programs"],"acf":[],"yoast_head":"\nHow college in prison is leading professors to rethink how they teach - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-college-in-prison-is-leading-professors-to-rethink-how-they-teach\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How college in prison is leading professors to rethink how they teach - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"When it comes to education in prison, policy and research often focus on\u00a0how it benefits society\u00a0or improves the\u00a0life circumstances\u00a0of those who are serving time. 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