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Beyond Prison Education

Published online by Cambridge University Press:  23 October 2020

Jean Trounstine
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Extract

During my ten years teaching college classes and directing eight plays at framingham women's prison in massachusetts, I was always at odds with institutionally funded education programs behind bars. While I chose plays and ran discussions to expand thinking (The Merchant of Venice, Lysistrata, The Taming of the Shrew, Simply Maria, and Waiting for Lefty, to name a few) the unspoken aim of the education department was to reform the women—that is, to enlighten them on what society says is the “best” way to be, to teach socially accepted behavior as an antidote to crime.

Type
Theories and Methodologies
Information
PMLA , Volume 123 , Issue 3 , May 2008 , pp. 674 - 677
Copyright
Copyright © 2008 by The Modern Language Association of America

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References

Works Cited

Paolo, Freire. “Chapter 2.” Pedagogy of the Oppressed. New York: Continuum, 1993. Marxists Internet Archive. 7 Nov. 2007 <http://www.marxists.org/subject/education/freire/pedagogy/ch02.htm>.Google Scholar
Jack, Mezirow. “Perspective Transformation.” Adult Education 28 (1978): 100–09.Google Scholar
Jack, Mezirow. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991.Google Scholar
Anna, Neill. “Criticism, Ethics, and the Problem of Rehabilitation.” Law, Culture and the Humanities 2 (2006): 284–300.Google Scholar
Jean, Trounstine. Shakespeare behind Bars: The Power of Drama in a Women's Prison. New York: St. Martin's, 2001.Google Scholar