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Pedagogical Adaptations for Teaching Transitory Jail Populations

Pedagogical Adaptations for Teaching Transitory Jail Populations

Jennifer A. Bulcock, Katie A. Farina
Copyright: © 2020 |Pages: 33
ISBN13: 9781799830566|ISBN10: 179983056X|ISBN13 Softcover: 9781799854135|EISBN13: 9781799830573
DOI: 10.4018/978-1-7998-3056-6.ch008
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MLA

Bulcock, Jennifer A., and Katie A. Farina. "Pedagogical Adaptations for Teaching Transitory Jail Populations." Higher Education Accessibility Behind and Beyond Prison Walls, edited by Dani V. McMay and Rebekah D. Kimble, IGI Global, 2020, pp. 183-215. https://doi.org/10.4018/978-1-7998-3056-6.ch008

APA

Bulcock, J. A. & Farina, K. A. (2020). Pedagogical Adaptations for Teaching Transitory Jail Populations. In D. McMay & R. Kimble (Eds.), Higher Education Accessibility Behind and Beyond Prison Walls (pp. 183-215). IGI Global. https://doi.org/10.4018/978-1-7998-3056-6.ch008

Chicago

Bulcock, Jennifer A., and Katie A. Farina. "Pedagogical Adaptations for Teaching Transitory Jail Populations." In Higher Education Accessibility Behind and Beyond Prison Walls, edited by Dani V. McMay and Rebekah D. Kimble, 183-215. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3056-6.ch008

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Abstract

This chapter introduces and examines how an instructor can successfully teach a college-level course in a jail facility. In contrast to a prison environment, the transitory nature of a jail population results in a different set of challenges that an instructor must address in order to lead a successful class. The authors were trained within the Inside-Out Prison Exchange Program but have had to adapt this pedagogy to suit a jail environment. The chapter discusses the authors' process of creating their course and provides best practices on how to remain creative and flexible in order to overcome and adapt to the unique experiences inherent in a jail setting. Additionally, the authors have provided their syllabus, sample assignments, and an example of a typical class session to help inspire and support others who are interested in teaching in a jail facility. The chapter is not specific to Inside-Out courses though some of the pedagogical tenets of Inside-Out influence the recommendations of the authors.

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