The Inside-Out Prison Exchange Program brings campus-enrolled and incarcerated students together as classmates in postsecondary courses built around dialogue, collaboration, and experiential learning. Contributors to this book consider the broader lessons that Inside-Out provides for community-based learning praxis, prison education and postsecondary teaching in general, both on campus and in community settings. An international network of practitioner-scholars probe the challenges and contradictions inherent in community-based work, but especially charged in the prison setting: the intersections of race, class and gender, and the tensions between teaching and activism, evaluation and advocacy, and compromise with and resistance to oppressive and dehumanizing systems. At a time when many in the Academy are seeking to deepen the impact of the community-based learning initiatives on their campuses, Turning Teaching Inside Out offers a model.
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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
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