Turning Gender Inside-Out: Delivering Higher Education in Women's Carceral Spaces

Autor/inn/en	Zampini, Giulia; Österman, Linnéa; Stengel, Camille; Bennallick, Morwenna
Titel	Turning Gender Inside-Out: Delivering Higher Education in Women's Carceral Spaces
Quelle	In: Journal of Prison Education and Reentry, 6 (2019) 1, S.62-77 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2387-2306
Schlagwörter	Correctional Education; Institutionalized Persons; Females; Higher Education; Exchange Programs; Foreign Countries; Sex Role; Gender Issues; Femininity; Masculinity; Single Sex Classes; Feminism; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Fürsorgeerziehung; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Ausland; Geschlechterrolle; Geschlechterfrage; Femaleness; Weiblichkeit; Männlichkeit; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Feminismus
Abstract	This article is a critical reflection of the role of gender in the delivery of a higher education course based on the Inside-Out Prison Exchange Programme. Related concepts such as hegemonic masculinity, heteronormativity, and intersectionality are discussed within the prison education setting. This reflection primarily draws on critical incidents from the experiences of the first three authors facilitating a higher education course in a women's prison in England. One major reflection is that learning in a group of "inside" and "outside" students, all self-identified women, who vary along the dimensions of age, class, ethnicity, nationality and sexual expression, presented unique dynamics. This included working with both collectiveness and difference, gender-aligned expectations about behaviour, and experiences of control, criminal justice and higher education. Additionally, all four authors' experiences of delivering various higher education courses under different prison-education partnership models in both men and women's prisons allows for comparison and reflection on the institutional reproduction of gender norms. These reflections point to the conclusion that, despite the strong presence of intersectional divisions, gender can become a uniting force when working with an all-women student group, fostering critical thinking and engagement with challenging structural issues. However, further reflection considers that being gender-conscious in the classroom should not be limited to all-women student cohorts, as this is exactly what may enable facilitators to tackle some of the issues produced by hegemonic masculinity in a mixed prison classroom. (As Provided).
Anmerkungen	Journal of Prison Education and Reentry. Jonas Liesvei 91, N5009 Bergen, Norway. Web site: https://jper.uib.no/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01