Turning Gender Inside-Out: Delivering higher education in women's carceral spaces

Zampini, G. F., Osterman, L., Stengel, C. and Bennallick, M. 2019. Turning Gender Inside-Out: Delivering higher education in women's carceral spaces. Journal of Prison Education and Reentry. 6 (1), pp. 62-77. doi:10.25771/patp-a616

TitleTurning Gender Inside-Out: Delivering higher education in women's carceral spaces
TypeJournal article
AuthorsZampini, G. F.
Osterman, L.
Stengel, C.
Bennallick, M.
Abstract

This article is a critical reflection of the role of gender in the delivery of a higher education course based on the Inside-Out Prison Exchange Programme. Related concepts such as hegemonic masculinity, heteronormativity, and intersectionality are discussed within the prison education setting. This reflection primarily draws on critical incidents from the experiences of the first three authors facilitating a higher education course in a women’s prison in England. One major reflection is that learning in a group of ‘inside’ and ‘outside’ students, all self-identified women, who vary along the dimensions of age, class, ethnicity, nationality and sexual expression, presented unique dynamics. This included working with both collectiveness and difference, gender-aligned expectations about behaviour, and experiences of control, criminal justice and higher education. Additionally, all four authors' experiences of delivering various higher education courses under different prison-education partnership models in both men and women’s prisons allows for comparison and reflection on the institutional reproduction of gender norms. These reflections point to the conclusion that, despite the strong presence of intersectional divisions, gender can become a uniting force when working with an all-women student group, fostering critical thinking and engagement with challenging structural issues. However further reflection considers that being gender-conscious in the classroom should not be limited to all-women student cohorts, as this is exactly what may enable facilitators to tackle some of the issues produced by hegemonic masculinity in a mixed prison classroom.

KeywordsPrison, ,,,
Higher Education
Gender
Masculinity
Prison-University Partnership
JournalJournal of Prison Education and Reentry
Journal citation6 (1), pp. 62-77
ISSN2387-2306
Year2019
PublisherBergen Open Access Publishing
Accepted author manuscriptTurning Gender Inside-Out Final.pdf
Publisher's versionTurning Gender Inside-Out.pdf
Digital Object Identifier (DOI)doi:10.25771/patp-a616
Publication dates
Published15 Aug 2019
LicenseCC BY 4.0

Related outputs

The Open Academy: An Exploration of a Prison-Based Learning Culture
Bennallick, M. 2019. The Open Academy: An Exploration of a Prison-Based Learning Culture. PhD thesis Royal Holloway, University of London School of Law

Involve, Improve, Inspire: Evaluation of a Learner Voice programme piloted in eight prisons to develop rehabilitative cultures
Auty, K., Bennallick, M., Taylor, M. and Champion, N. 2015. Involve, Improve, Inspire: Evaluation of a Learner Voice programme piloted in eight prisons to develop rehabilitative cultures. Prisoners' Education Trust.

Permalink - https://westminsterresearch.westminster.ac.uk/item/qv745/turning-gender-inside-out-delivering-higher-education-in-women-s-carceral-spaces


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