About the Book
Using the successful Inside-Out program, in which incarcerated and non-incarcerated college students are taught in the same classroom, this book explores the practice of community-based learning, including the voices of teachers and participants, and offers a model for courses, student life programs, and faculty training.
Table of Contents:
1. Introduction: Radical Reciprocity: Civic Engagement from Inside Out; Simone Weil Davis and Barbara Roswell PART I: ORIGIN TALES: SEEDING AND BUILDING A PROGRAM 2. Drawing Forth, Finding Voice, Making Change: Inside-Out Learning as Transformative Pedagogy; Lori Pompa 3. Inside-Out in Oregon: Transformative Education at the Community Level; Melissa Crabbe 4. Death of a Street Gang Warrior; Paul Perry PART II: EXPANDING TEACHING AND LEARNING 5. What the World Needs Now; M. Kay Harris 6. Liberation from University Education: A Lesson in Humility for a Helper; Amelia Lawson 7. The American Educational System: Abuses and Alternatives; K.D.A. Daniel-Bey 8. Opened Arms, Eyes and Minds; Charles Boyd 9. Full Circle: A Journey from Students to Trainers; Mario Carines 10. Teaching Itself: A Philosophical Exploration of Inside-Out Pedagogy; Gitte Butin PART III: PRODUCTIVE INTERSECTIONALITY: NAVIGATING RACE, PLACE, GENDER, AND CLASS 11.Roundtable: From Safe Space to Brave Space: Strategies for the Anti-Oppression Classroom; Shahad Atiya, Simone Weil Davis, Keisha Green, Erin Howley, Shoshana Pollack, Barbara Roswell, Ella Turenne and Tyrone Werts 12. Being Human; Erin Howley 13. Breaking Through 'Isms'; Ella Turenne 14. Trusting the Process: Growing Self-Reflective Capacities Behind the Prison Walls; Kayla Follett and Jessie Rodger PART IV: TRANSFORMATION?: CONNECTION AS CATALYST 15. Turned Inside Out: Reading the Russian Novel in Prison after Levinas; Steven Shankman 16. Look at Me!; Tony Vick 17. Access for Whom? Inside-Out's Opening Door; Tyrone Werts 18. The Reach and Limits of a Prison Education Program; Simone Weil Davis 19. Transformative Learning in Prisons and Universities: Reflections on Homologies of Institutional Power; Kristin Bumiller 20. Access or Justice? Prison College Programs and Transformative Education; Gillian Harkins PART V: YARDSTICKS AND ROADMAPS: ASSESSING CHANGE 21. Alchemy and Inquiry: Reflections on an Inside-Out Research Roundtable; Sarah Allred,Angela Bryant, Simone Weil Davis, Kurt Fowler, Phil Goodman, Jim Nolan, Lori Pompa, Barbara Roswell and Dan Stageman 22. Relational Learning and the Inside-Out Experience ; Sarah Allred, Nathan Belcher and Todd Robinson 23. Evaluating the Impact of Community-Based Learning: Participatory Action Research as a Model for Inside-Out; Angela Bryant and Yasser Payne PART VI: LEANING INTO THE FUTURE: HELPING CHANGE ENDURE 24. Inside-Out as Law School Pedagogy; Giovanna Shay 25. Teaching the Instructors; Matt Soares 26. Beyond 'Replication': Inside-Out in Canada; Simone Weil Davis PART VII: CLOSING CIRCLE 27. Preconceived Notions; Nyki Kish 28. Barriers Comin' Down; Damien and Shawn 29. Essence of Inside-Out; Lori Pompa Appendices
About the Author :
Sarah Allred, Berry College, USA Amelia, Wilfrid Laurier University, Canada Kristin Bumiller, Amherst College, USA Charles, Graterford Think Tank, Temple University, USA David Coogan, Virginia Commonwealth University, USA Melissa Crabbe, Inside-Out Prison Exchange Program, USA Simone Weil Davis, University of Toronto, Canada M. Kay Harris, Temple University, USA Gillian Harkins, University of Washington, USA Angela Harvey, The Ohio State University-Newark, USA Erin Howley, Inside-Out, USA Jessie Masters, Wilfrid Laurier University, Canada Kayla, Wilfrid Laurier University, Ontario, Canada Jeri L. Kirby, West Virginia University, USA Kyle Mario Matt Lori Pompa, Temple University, USA Barbara Roswell, Goucher College, USA SALT/TRIO, School for Alternative Learning and Transformation, Tennessee, USA and Transformation and Reconciliation from the Inside-Out, Tennessee, USA Sara Steve Shankman, University of Oregon, USA Tony, Member of TRIO, Tennessee, USA Ella Turenne, Occidental College, USA Lucas B. Wilson, Mount Holyoke College, USA
Review :
“Turning Teaching Inside-Out is a valuable book for Community Literacy Journal readers … . The true gem of this narrative is the incorporation of essays written by inside students. The insights presented by the participating students will keep readers invested, while also offering actionable ideas for pedagogical revisions instructors can make in their own classrooms to facilitate mindful discussions on topics ranging from social justice to ethical engagement within our communities.” (Brittny M. Byrom, Community Literacy Journal, Vol. 12 (2), 2018)
“The essays include historical analysis of the current prison industrial complex, the personal transformation that humanizes social service professionals, the community and political organizing of alumni and the different contexts in which this model has been successfully applied, as well as articles about research methodologies and variations andoutgrowths of the original program. … It is an important resource for those seeking to strengthen and improve education everywhere from the inside out.” (Altagracia Perez-Bullard, Wabash Center, wabash.edu, August, 2016)
