Spivey, 2019 - FPA

Philosophy on the Inside:

Teaching in Prison

A.C. Spivey

Arizona State University

acspivey@asu.edu

acspivey.com 

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An accessible version of this handout and talk are available at:

   Handout

Presentation

  1. Starting Assumptions
  1. Education exists in a context, which cannot be avoided.
  2. Education is fundamental for flourishing and participation in a democratic society.
  3. Prisons are dehumanizing environments.

II. Role of Education in Prison

  1. For people to develop into moral agents, education is necessary.
  2. Reason gives us the tools to examine our moral situation and deliberate about the best action.
  3. Philosophical education, in particular, is well suited for teaching critical thinking and evaluative skills.
  4. Education serves two key functions: i) promotes individual dignity and self-esteem, and ii) provides skills for engaging in a democratic society.

III. Prison Pedagogy

  1. Differences
  1. Safety constraints regarding teaching materials, e.g., PowerPoints, paperclips, etc.
  2. Differences in needs and educational backgrounds
  1. Focus on accessibility and “plain English” approaches
  2. Clear expectations in class for success
  3. Materials provided by the instructor
  1. Similarities
  1. Skill development for instructors
  2. Core practices remain consistent.
  1. Scaffolding assignments
  2. Clear instructions and expectations
  3. Inclusivity of diverse perspectives on the syllabi and discussion
  1. Positive impact on students

IV. Philosophical Uptakes

  1. New Perspectives on traditional views
  2. Re-evaluation of examples and thought experiments that may be alienating or problematic
  3. Moral development of both instructor and student through mutual learning

Resources and Further Reading

Preparing for Teaching in Prison:

  1. ToersBijns, C. (2015, February 9). Personal Safety inside Prison.  http://www.corrections.com/news/article/38818-personal-safety-inside-prison 
  2. Vandewater, C. (2014, July 24). Lessons in Lock-Up: What It's Really Like to Teach in Prison.  https://teach.com/blog/teaching-in-prison-system/ 
  3. Zurro, D. (2018, January 31). Guidance on Teaching in Prisons. https://www.insidehighered.com/views/2018/01/31/guidance-teaching-prisons-opinion

Impacts of Teaching in Prison:

  1. Greenlee, T. (2016). Reforming Me, Philosophy in Hall, J. M. Philosophy Imprisoned - the Love of Wisdom in the Age of Mass Incarceration. Lexington Books: United Kingdom, 17-34.
  2. Jones, J. (2017, August 22). On the Power of Teaching Philosophy in Prisons. http://www.openculture.com/2017/08/on-the-power-of-teaching-philosophy-in-prisons.html 
  3. Szifris, K., Fox, C., & Bradbury, A. (2018). A Realist Model of Prison Education, Growth, and Desistance: A New Theory. Journal of Prison Education and Reentry, 5(1), 41-62.

Key Readings for Teaching About Prisons:

  1. Alexander, M. (2019). The New Jim Crow: Mass Incarceration in the Age of Colorblindness. London: Penguin Books.
  2. Guenther, L. (2016). Life Behind Bars: The Eugenic Structure of Mass Incarceration In Sharp, H. and Taylor, C. Feminist Philosophies of Life. McGill-Queen’s University Press: Québec, 217-238.
  3. Tonry, M. H. (2011). Why Punish? How Much?: A Reader on Punishment. Oxford: Oxford University Press.