Books
Davis, S. W. & Roswell, B. S. (Eds.). (2013).
Turning Teaching Inside Out: A Pedagogy of Transformation for Community-Based Education. New York, NY: Palgrave Macmillan.
Click here to visit the book page.
Shankman, Steven. (2017).
Turned Inside Out: Reading the Russian Novel in Prison. Evanston, IL: Northwestern University Press.
Articles
Allred, Sarah L. (2009).
The Inside-Out Prison Exchange Program: The impact of structure, content, and readings. Journal of Correctional Education 60(3), 240–258.
Allred, Sarah L., Charles Boyd, Thomas Cotton, and Paul Perry (2019).
Participatory Evaluation in a Prison Education Program: Meaning & Community Building within Inside-Out Think Tanks, Corrections. DOI: 10.1080/23774657.2019.1604193
Allred, S. L., Harrison, L. D., & O’Connell, D. J. (2013).
Self-Efficacy: An Important Aspect of Prison-Based Learning. The Prison Journal, 93(2), 211–233. doi: 10.1177/0032885512472964
Arthur, D. S. (2016).
Bridges to a brighter future: University-corrections partnerships as a sustainability issue. In B.D. Wortham-Galvin, J. H. Allen, J. D. B. Sherman (Eds.), Sustainable Solutions: University-Community Partnerships, (pp. 75–88). London, UK: Routledge.
Belcher, D. C. (2018).
Fresh starts behind bars: Teaching with the Inside-Out Prison Exchange Program. Northwest Journal of Teacher Education, 13(1).
Bennallick, M., Österman, L., Stengel, C., Zampini, G. (2019).
Turning Gender Inside-Out: Delivering Higher Education in Women’s Carceral Spaces. Journal of Prison Education and Reentry, 6(1).
Bucher, J. (2012).
Old and young dogs teaching each other tricks: The importance of developing agency for community partners in community learning. Teaching Sociology, 40(3), 271–283.
Butin, D. W. (2007).
Justice-learning: service-learning as justice-oriented education. Equity & Excellence in Education, 40(2), 177–183. doi:10.1080/10665680701246492
Conti, N. (2018).
Intersection of Art and Science in an Era of Mass Incarceration. Stanton Heights, 5(2), 372-393. doi: 10.15367/kf.v5i2.221
Conti, N., Frantz, E. (2017).
Infinite space and common ground: the humble wisdom of scholar-allies. In J. R. Chaney & J. Schwartz (Eds.), Race, education, and reintegrating formerly incarcerated citizens: counterstories and counterspaces.
Conti, N., Morrison, L., & Pantaleo, K. (2013).
All the wiser: dialogic space, destigmatization, and teacher-activist recruitment. The Prison Journal, 93(2), 163–188. doi:10.1177/003288551247265
Davis, S. W. (2011).
Inside-Out: the reaches and limits of a prison program. In J. M. Lawston & A. E. Lucas (Eds.), Razor Wire Women: Prisoners, Activists, Scholars, and Artists, (pp. 203–224). Albany, NY: SUNY Press.
Draus, P. J., & Lempert, L. B. (2013).
Growing pains: developing collective efficacy in the detroit theory group. The Prison Journal, 93(2), 139–162. doi: 10.1177/0032885512472647
Duran, J. I J. (2018).
Empowered or disempowered? The effects of the Inside-Out prison exchange program in Mexico. Dialogos sobre Educacion, 9(16), 1-18. doi: 10.32870/dse.v0i16.396
Galardi, T. (2009).
Learning from the Inside-Out. Contexts, 8(4), 82–83. doi 10.1525/ctx.2009.8.4.82
Haverkate, Danielle L., Travis J. Meyers, Cody W. Telep & Kevin A. Wright (2019).
On PAR with the yard: participatory action research to advance knowledge in corrections. Corrections, 1-16. doi:10.1080/23774657.2019.1576149
Hilinski-Rosick, C. M., & Blackmer, A. N. (2014).
An exploratory examination of the impact of the inside-out prison exchange program. Journal of Criminal Justice Education, 25(3), 386–397. doi 10.1080/10511253.2014.922593
Hyatt, S.B. (2009).
Creating social change by teaching behind bars: the inside-out prison exchange program. Anthropology News, 50(1), 24–28. doi 10.1111/j.1556-3502.2009.50124.x
Inderbitzin, M. (2015).
Active learning and college and prison partnerships in liberal education. Liberal Education, 101(3), 46–51.
Jiménez Durán, J.I. & Strickland, R.D. (2018).
“¿Empoderamiento o desempoderamiento? Los efectos del Inside-Out Prison Exchange Program en México” Diálogos sobre Educación. 16(9), 1-20.
Kubiak, S. P. & Milanovic, E. (2017).
Prison as a site for experiential learning in social work: inside-out prison exchange program. Journal of Baccalaureate Social Work, 22(1), 143–158.
Lanterman, J. (2018).
Transformative and social justice dimensions of a jail-based college course. Dialogues in Social Justice, 3(1), 46-65.
Leon, Chrysanthi S. and Perez, Graciela (2018–2019).
Reading “Women Don’t Riot” After the Riot: Creating a University-Prison Collaboration. Journal of Prison Education and Reentry, 5(2).
Link, T. C. (2016).
Breaking down barriers: review of the implementation of an inside/out prison exchange program in a jail setting, part 1. Journal of Prison Education and Reentry, 3(1), 50–55. doi 10.15845/jper.v3i1.923
Maclaren, K. (2015).
The magic happens inside out: a reflection on the transformative power of self-expression and dialogical inquiry in inside-out prison exchange courses. Mind, Culture, and Activity, 22(4), 371–385. doi 10.1080/10749039.2015.1075045
Marietta Martinovic, Marg Liddell & Shane Douglas Muldoon (2018).
Changing views and perceptions: the impact of the Australian Inside-Out Prison Exchange Program on students, Educational Research and Evaluation. 1-17. doi 10.1080/13803611.2018.1543051
Mayes, L., Owens, T., Falvai, J., and Du Temple, T. (2018).
Turning Correctional Education Inside-Out: Experiences and Lessons From a University Partnership. Advancing Corrections: Journal of the International Corrections and Prisons Association. (6) 55-69.
Metzger, E., & Glazier, S. (2017).
Environmental justice: chemistry in context for prison inmates and non-majors. Liberal Arts Strategies for the Chemistry Classroom, 1266, 167-183. Washington, DC: American Chemical Society. doi 10.1021/bk-2017-1266.ch010
Mishne, Laura (“Lo”), Erica (“Erica”) Warner, Brandon (“The B”) Willis, and Robert (“Diesel”) Shomaker (2012).
Breaking down barriers: student experiences of the inside-out prison exchange program. Undergraduate Journal of Service-Learning and Community-Based Research, Penn State Berks. 1 (2012).
Nurse, A.M. (2013).
Juveniles and college: inside out as a way forward. The Prison Journal, 93(2), 234–247. doi: 10.1177/0032885512473051
Payne, Y. M., & Bryant, A. (2018).
Street participatory action research (street par) in prison: a methodology to challenge privilege and power in correctional facilities. Prison Journal, 98 (4), 449-469. doi 10.1177/0032885518776378
Pfeffer, R., & Wright, K. A. Kevin A. (2019).
The inside-out prison exchange program. In American prisons and jails: an encyclopedia of controversies and trends, edited by Vidisha B. Worley and Robert M. Worley.
Pompa, L. (2002).
Service-Learning as crucible: reflections on immersion, context, power, and transformation. Michigan Journal of Community Service Learning, 9(1), 67–76.
Pompa, L. (2004).
Disturbing where we are comfortable: notes from behind the walls. Reflections, 4(1), 24–34.
Pompa, L. (2013).
One brick at a time: the power and possibility of dialogue across the prison Wall. The Prison Journal, 93(2), 127–134. doi 10.1177/0032885512472479
Ryder, J., & Carroll, J. (2018).
Cultural immersion and social justice: the inside-out prison exchange program at St. John’s University. Journal of Vincentian Social Action, 3(1), 35–45. doi 10.24073/jovsa/03/01/04.1
Shankman, S. (2017).
Conceptualizing intercultural understanding within international contexts. Mansouri, F. (Ed.), Intercultralism at the Crossroads: Comparative Perspectives on Concepts, Policies, and Practices. 47-64. Paris, UNESCO Publishing.
Shay, G. (2012).
Inside-Out as law school pedagogy. Journal of Legal Education, 62(2), 207–217.
Shomaker, R., Willis, B., & Bryant, A. (2014).
We are the products of our experiences: The Role Higher Education Plays in Prison. Journal of Prisoners on Prisons, 23(1), 31–55.
Steil, J., & Mehta, A. (2017).
When Prison Is the Classroom: Collaborative Learning about Urban Inequality. Journal of Planning Education and Research. 1–10. doi 10.1177/0739456X17734048
Van Gundy, A., Bryant, A., & Starks, B. C. (2013).
Pushing the Envelope for Evolution and Social Change: Critical Challenges for Teaching Inside-Out. The Prison Journal, 93(2), 189–210. doi 10.1177/0032885512472691
Van Horne, S. L. (2015).
Reflections from the Outside In: Inside-Out Prison Exchange Program acting graduation. Contemporary Justice Review, 18(2), 248–249. doi 10.1080/10282580.2015.1016427
Werts, T. (2013).
Reflections on the Inside-Out Prison Exchange Program. The Prison Journal, 93(2), 135-138. doi 10.1177/0032885512472483
Wright, Kevin A., & Jonson, C. L. (2018).
Thinking outside the prison walls: the value of the inside-out prison exchange program to solve old problems. Criminology and public policy, (3), edited by Decker, S. H., & Wright, K. A. Philadelphia, PA: Temple University Press.
Wright, Kevin A., & Philippon, C. (2018).
Prison outreach/exchange programs. Oxford Bibliographies of Criminology. doi: 10.1093/OBO/9780195396607-0254
Wyant, B. R., & Lockwood, B. (2018).
Transformative learning, higher order thinking, and the Inside-Out Prison Exchange Program. The Journal of Correctional Education. 69(3), 49-67.
Doctoral and Masters Theses
Frazier, C. D. (2014).
Through educators’ eyes: a narrative inquiry into teachers utilizing transformative pedagogy as a practice of freedom to build mutual understanding and respect between prisoners and university students. Saint Joseph’s University, Philadelphia, PA.
Philippon, C. N. (2018).
Sending students to prison: An impact evaluation of the Arizona Inside-Out Prison Exchange Program. Arizona State University, Tempe, AZ.
Sabadosh, L. M. (2018).
The Inside-Out Prison Exchange Program: attitudes towards prisoners as reported by college students. University Honors Program Theses. 332. Georgia Southern University, Statesboro, GA. Retrieved from https://digitalcommons.georgiasouthern.edu/honors-theses/332
Simmons, S. E. (2013).
“When Social Institutions Collide: The Intersection of Post-Secondary Correctional Education and Civic Engagement in Higher Education Through Creative Arts.” A Master’s Thesis written for The School of the Art Institute of Chicago. 2013. Unpublished. To request a copy, click here to contact the author.
Veit-Hetletved, P. (2014).
Program Evaluation for Evidence-Based Practices in Correctional Education. University of North Dakota, Grand Forks, ND.
“Inside-Out Prison Exchange. The title of this program is loaded with all kinds of meaning. Starting with the obvious, it involves people from the inside of prisons and people from the outside of prisons. The terminology designates everyone as people, people coming from different places and perspectives, certainly, but people nonetheless. No one is labeled as a college kid, a criminal, or anything else. Inside-Out can refer to something else though, as well – the reversal of many of the ideas that many of us students held about each other, the criminal justice system, and even life. The phrase could even be used to describe the emotional journey that some of the students took, grasping a hold of feelings that had been kept inside and tearing them out in the open to share and reflect upon with the rest of us...
“This is also an exchange that takes place in a prison. But what is being exchanged? Roles, kind of. For a few hours every (week), the outside students had to sit in a prison, being watched by guards and cameras. The inside students had the opportunity to do something that frighteningly few people that are incarcerated in our country ever do, participate in a university level course. The most important exchange, however, in my opinion, is the exchange of ideas that takes place. The sustained dialogue in our prison classroom is what taught me so much this semester, and it is that that I will carry with me beyond my academic life.”
(Outside Student)
Inside-Out Perceptions
“You come into this setting
but do you really think you know me?
You stop and take a look around
but only what you’re allowed to see.
You bring with you the baggage
of what you think you know
Criminals, do gooders, deviants, gawkers,
guilty, innocent, although...
There is something familiar in that face
across the room I hadn’t anticipated
Guarded, uneasy, anxiety, curiosity
Optimism, hope, Are we related?
Its true that labels were made
and perhaps boxes prepared
but stigmas soon fade
When common ideas, values, and experiences are shared
We don’t all agree
that’s painfully clear
but as we humanize others
we displace the fear.”
(Inside Student)
