“Volunteers Welcome, That Is, Some Volunteers”: Experiences Teaching College Courses at a Women’s Prison
Despite evidence that educational programs have important rehabilitative effects on inmates, such programs have suffered significant reductions. Remaining programs increasingly rely on volunteers since prison administrators typically require that inmates be given the opportunity to participate in post-secondary education. This autoethnographic study utilizes a “magnified moment” method to elucidate structural and cultural contexts that shape the experience of establishing college courses at a women’s prison in the USA. Through focusing on these magnified moments, I take the reader on a journey to answer larger theoretical questions of which volunteers attain access into prison and what are the implications of who does get in?
KeywordsSchool Principal Correctional Officer Incarcerate Woman Prison Administration Prison Wall
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