Teaching in Prison

In Canada, correctional education in federal
penitentiaries was privatized in 1987. Since then,
educators enter the prison settings and work by
prison rules to fulfill the mandate of the
Correctional Service of Canada''s education policy as
contracted correctional educators (CCEs). The
corporate and institutionally assumed explanation
for the CCEs''retention is prisonization. This study
explores the professional reality of the CCEs of the
Prairie region (Alberta, Saskatchewan, Manitoba)
during the period of September 1994 and 2000 and
challenges the various theses concerning
resocialization and,because of the "impossibility of
prisonization" looks at the dialogical strategies
(dezoning and disowning)
for personal resistance and identity mutation. The
thesis concludes with recommendations for enhancing
the potential for abolitionism through dialogical
reflexivity and encourages CCEs to actively organize
to reverse the marginalization created by
bureaucratic domination and corporate privatization
and to work to counteract workplace violence and
advocating for state and social rectification of the
failures of correctional education.

Autorentext

I have worked in various Canadian Adult Education settings since 1985. This variety of educational experiences lead me to critically examine how learning experiences are structured and what change is manifested in marginalized groups.

Klappentext

In Canada, correctional education in federal penitentiaries was privatized in 1987. Since then, educators enter the prison settings and work by prison rules to fulfill the mandate of the Correctional Service of Canada's education policy as contracted correctional educators (CCEs). The corporate and institutionally assumed explanation for the CCEs'retention is prisonization. This study explores the professional reality of the CCEs of the Prairie region (Alberta, Saskatchewan, Manitoba)during the period of September 1994 and 2000 and challenges the various theses concerning resocialization and,because of the "impossibility of prisonization" looks at the dialogical strategies (dezoning and disowning)for personal resistance and identity mutation. Thethesis concludes with recommendations for enhancingthe potential for abolitionism through dialogicalreflexivity and encourages CCEs to actively organizeto reverse the marginalization created bybureaucratic domination and corporate privatizationand to work to counteract workplace violence andadvocating for state and social rectification of thefailures of correctional education.