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Abstract

In a narrative inquiry, five educators who taught college in prison share stories about working in this non-traditional learning environment that is often dangerous and frustrating. From the tension between the prison's emphasis on social control and the educators' concern for democratic classrooms, three broad themes emerged: working in borderlands, negotiating power relations, and making personal transformations. Large intact segments from transcripts of participant interviews form a dramatic text that illuminates how a selected group of educators made meaning of their experience teaching college courses to incarcerated students. A comparative analysis presented in a one act play brings together the individual participant voices to tell a collective story, which has meaning in the context of a shared emotional experience.

Keywords

Dramatic Text, Narrative Inquiry, College in Prison, and Comparative Analysis

Publication Date

9-1-2009

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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Submission Location

 
COinS
 

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