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.
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The Inside-Out Prison Exchange Program: The impact of structure, content, and readings. Journal of Correctional Education 60(3), 240–258.
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Participatory Evaluation in a Prison Education Program: Meaning & Community Building within Inside-Out Think Tanks, Corrections. DOI: 10.1080/23774657.2019.1604193
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Self-Efficacy: An Important Aspect of Prison-Based Learning. The Prison Journal, 93(2), 211–233. doi: 10.1177/0032885512472964
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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.
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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).
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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.
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Justice-learning: service-learning as justice-oriented education. Equity & Excellence in Education, 40(2), 177–183. doi:10.1080/10665680701246492
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Intersection of Art and Science in an Era of Mass Incarceration. Stanton Heights, 5(2), 372-393. doi: 10.15367/kf.v5i2.221
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On PAR with the yard: participatory action research to advance knowledge in corrections. Corrections, 1-16. doi:10.1080/23774657.2019.1576149
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“¿Empoderamiento o desempoderamiento? Los efectos del Inside-Out Prison Exchange Program en México” Diálogos sobre Educación. 16(9), 1-20.
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Marietta Martinovic, Marg Liddell & Shane Douglas Muldoon (2018).
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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
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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.
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Prison outreach/exchange programs. Oxford Bibliographies of Criminology. doi: 10.1093/OBO/9780195396607-0254
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Transformative learning, higher order thinking, and the Inside-Out Prison Exchange Program. The Journal of Correctional Education. 69(3), 49-67.
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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.
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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.”
“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.”