One problem with the literature of correctional education (CE) and prison reform is that the contributions of African Americans have been generally neglected. This is the first of three essays that will begin to fill that gap. Janie Porter Barrett was an important Virginia leader in the period before and after the turn of the 20th century. She…

This paper introduces the concept of prison schools as spheres of civility where ethical forms of communication such as respect, politeness, reciprocity, and inclusiveness in teacher-student dialogue are examined--or recommended. Attention to these micro level communicative processes is considered foundational to democracy and the formation of…

Prisons are usually oppressive, bureaucratic, alienating places that sever or suspend the prisoner's sense of community and restrict the possibility (or desire) for social and civic participation. They produce a nihilistic culture that encourages a numbing detachment from others. How is it that we can speak of democracy in places such as these?…

There have been five major types of correctional education organizations over the centuries: Sabbath school, traditional or decentralized, bureau, correctional school district (CSD), and integral education. The middle three are modern organizational patterns that can be implemented throughout a system: Decentralized, bureau, and CSD. The…

There are a few correctional educators whose work is historically so influential that it is difficult to summarize in an article. Anton Makarenko was among this very select group; this is merely an attempt to outline his work. One way to introduce Makarenko to correctional educators is to focus on some of the seemingly incongruous elements of his…

This is the second in a series of articles on famous correctional educators. The first article introduced Mary Carpenter: 19th Century English Correctional Education Hero. (Editor's Note: See the September 2003 Issue for the first article) This article focuses on Johann Heinrich Pestalozzi, 18th century Swiss educator. It begins with a summary of…

Describes Mary Carpenter's (1807-1877) work in prison reform and correctional education. Provides biographical information and selections from her writings. (Contains 11 references and a chronology of her work.) (JOW)

Summarizes the history of North American correctional education three ways: chronologically, according to schools of thought or paradigm changes, and from a systems development perspective. Contains 28 references and biographical sketches of leaders of schools of thought. (SK)

Reviews literature on social change, correctional education, and teacher burnout to develop a context for decisions correctional educators must make regarding the basis for their teaching efforts, choice of emphasis on prison management or prison reform, and the pacing of their professional work. (Contains 23 references.) (SK)

Addresses the concern about whether confined students should be treated like children or adults. It includes quotes from works of pedagogy, andragogy, and adult education in corrections; and it proposes how correctional educators might interpret these ideas. (JOW)

Reviews the use of democratic models in the history of prison education. Identifies central principles of successful models: strong leadership, mediated learning experiences, high aims and expectations, and increased relative freedom. (SK)

Identifies problems with recidivism as an evaluation measure in correctional education. Addresses recidivism as a moral issue. Describes procedures to improve the effectiveness of recidivism studies. (JOW)

Higher education for prison inmates experienced a resurgence in the 1950s-60s supported by Pell Grants and other funds. The current conservative trend is dismantling many programs. If alternative funding is found, the lessons learned over the past century of correctional education should not be forgotten. (SK)

Presents brief biographies of two men involved in prison reform: Thomas Mott Osborne (who allowed convicts to manage democratically every aspect of prison activity) and Austin MacCormick (founder of the Correctional Education Association and the Journal of Correctional Education). (CT)

This is the first of two articles about aspects of the correctional education (CE) professional identity issue. This article addresses the meaning of the CE/prison reform link, and discusses the lives of two 19th-century CE/prison reform heroes: Alexander Maconochie and Zebulon Brockway. (CT)