Inside out Pedagogy: A Praxis for Social Policy
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| Title: | Inside out Pedagogy: A Praxis for Social Policy |
|---|---|
| Language: | English |
| Authors: | Xavier Perez, Coray Ames Hoffner |
| Source: | Metropolitan Universities. 2025 36(1):88-103. |
| Availability: | Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Correctional Education, Public Policy, Transformative Learning, Social Change, Educational Change, Higher Education, College Students, Institutionalized Persons, Praxis, Critical Thinking, Reflection, Cooperative Learning, Inclusion, Relevance (Education), Educational Practices |
| Geographic Terms: | Illinois |
| ISSN: | 1047-8485 |
| Abstract: | This paper examines the Inside-Out Prison Exchange Program's pedagogy as a praxis for transformative learning and social change, with a particular focus on the role of incarcerated students in shaping public policy. It explores how an Inside-Out approach cultivates a learning environment rooted in critical thinking, reflection, collaboration, and inclusivity. This paper demonstrates how incarcerated students can contribute to the broader discourse and challenge conventional perceptions of incarceration. By centering the voices of incarcerated students, Inside-Out pedagogy fosters student agency and offers alternatives to current paradigms of punishment. [Note: The volume and issue (35, 4) shown in the citation on the PDF are incorrect. The correct volume and issue are 36, 1.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470169 |
| Database: | ERIC |
| Abstract: | This paper examines the Inside-Out Prison Exchange Program's pedagogy as a praxis for transformative learning and social change, with a particular focus on the role of incarcerated students in shaping public policy. It explores how an Inside-Out approach cultivates a learning environment rooted in critical thinking, reflection, collaboration, and inclusivity. This paper demonstrates how incarcerated students can contribute to the broader discourse and challenge conventional perceptions of incarceration. By centering the voices of incarcerated students, Inside-Out pedagogy fosters student agency and offers alternatives to current paradigms of punishment. [Note: The volume and issue (35, 4) shown in the citation on the PDF are incorrect. The correct volume and issue are 36, 1.] |
|---|---|
| ISSN: | 1047-8485 |
