Why Prison Education?
Like most people who find themselves teaching in jails or prisons, I never planned on becoming a teacher in “alternative settings”. However, once I began teaching in prisons, I found it to be a perfect fit. I loved the challenge of teaching short intensive programs in Personal Development. Later, in Academic Upgrading, I loved the prospect of students remaining in class for many months, and I enjoyed having veteran students mentor and teach new students. As an administrator, I loved seeing students progress through the courses, witnessing their goals and plans change and become more refined, and increasing access to education for under-served populations.
Incarcerated students have often fallen through the cracks of the regular K-12 education system. Completing courses while incarcerated might be the first time a student has experienced success in education. Similarly, it might be the first time a student has experienced a positive relationship with a teacher. There is nothing quite like seeing a student “puff up” after earning a GED certificate, and having the classroom celebrate with the new graduate. In 2018 we held our first “graduation ceremony” with students who completed their GED. While the typical pomp and circumstance was missing from more formal ceremonies, it was incredibly meaningful for the students who graduated and for those who celebrated with them.
As adults, students are self-directed, motivated, and experienced. Programs are not mandatory in most institutions, and students often come to class knowing exactly what they hope to learn or achieve. Although possibly lacking in formal education experience, they have a wealth of knowledge from life-experience. Students are surprised to learn that their experiences provide them with valuable transferable skills including critical thinking, evaluation, and problem solving. Part of my job as an educator is to encourage students to put their skills and experiences to positive use in the classroom and in the community upon release.
Prison education is situated within the hierarchical, structured environment of the institution, but prison educators are concerned with creating a space away from the containment where students can think, challenge, express, and learn. It is here that wonderful things can happen within an oftentimes damaging environment.
Incarcerated students have often fallen through the cracks of the regular K-12 education system. Completing courses while incarcerated might be the first time a student has experienced success in education. Similarly, it might be the first time a student has experienced a positive relationship with a teacher. There is nothing quite like seeing a student “puff up” after earning a GED certificate, and having the classroom celebrate with the new graduate. In 2018 we held our first “graduation ceremony” with students who completed their GED. While the typical pomp and circumstance was missing from more formal ceremonies, it was incredibly meaningful for the students who graduated and for those who celebrated with them.
As adults, students are self-directed, motivated, and experienced. Programs are not mandatory in most institutions, and students often come to class knowing exactly what they hope to learn or achieve. Although possibly lacking in formal education experience, they have a wealth of knowledge from life-experience. Students are surprised to learn that their experiences provide them with valuable transferable skills including critical thinking, evaluation, and problem solving. Part of my job as an educator is to encourage students to put their skills and experiences to positive use in the classroom and in the community upon release.
Prison education is situated within the hierarchical, structured environment of the institution, but prison educators are concerned with creating a space away from the containment where students can think, challenge, express, and learn. It is here that wonderful things can happen within an oftentimes damaging environment.