The main argument is that educators working in correctional settings must distinguish themselves from current penal policies. The author urges educators to develop an alternative discourse regarding the definition of correctional education progress through the creation of alternative epistemologies and by locating the practice of correctional education within an adult education pedagogy. The goal for correctional educators should be to meet the rigid correctional regime with creativity and flexibility in order to effectively teach inmates within this challenging setting. Creativity must be mustered in order to restore the self-respect and self-esteem of inmates and to encourage them to take responsibility in the classroom. Educators should seek ways of linking prisoners with the outside community, such as through the organization of debates with local schools and universities. The implementation of activities that provide students with a sense of awareness about their present position and future possibilities is advised along with an outlook toward the student that is future-oriented. Too many times in the correctional environment, officers view inmates in terms of their past behavior. Correctional educators are urged instead to view inmate students in terms of their future potential. References