skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 73192 Find in a Library
Title: Teaching Literature in Prisons (From Unlocking Shackled Minds A Handbook for the College Prison Classroom, P 18-23, 1980, Frank Cioffi, ed. See NCJ-73190)
Author(s): R Hedin
Date Published: 1980
Page Count: 6
Format: Document
Language: English
Country: United States of America
Annotation: The perspective of inmates as it relates to the study of literature in the prison classroom is discussed; the importance of identifying and addressing student concerns is emphasized.
Abstract: Prison tends to attract those faculty members who are not wholly comfortable themselves within the system. For example, Ex-Peace Corps members, children of the 1960's, and those academics who have a sense of mission often volunteer. Despite difficulties, much of what takes place in the prison classroom is genuine and works to the advantage of both teacher and student. Although prison inmates are generally not interested in literary history, their contributions are often intense. They have genuine questions about their lives and problems. Prison students are older, experienced, and have felt a sense of failure and public censure. There is doubtless an element of game playing in the classroom, but even that takes place only when students are genuinely touched by the material. Their response to literature dealing with problems of race, such as 'Native Son' and 'Up from Slavery,' is indicative of the depth of feeling. While students on campus tend to approach the literature of race as a subject to be learned, inmates approach it as examples to learn from. This intense interest in literature which is personally pertinent opens up many possibilities. Autobiography is an ideal genre to teach because it provides concrete models, both positive and negative, for influencing inmate's lives. Historical biographies are a good choice because prison students want to read the truth when they study literature. Interestingly, prison students rarely attempt to abstract an issue from the literature and then discuss it detached from the text. The primary interests are with character, events, and perception of the truth. Thus, teaching materials should be selected according to inmate interests and concerns.
Index Term(s): Educators; Higher education; Indiana; Inmate academic education; Inmate attitudes; Inmate Programs; Literature; Offenders college-credit-programs; Race relations
Note: Reprinted from the November 1979 issue of College English.
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.