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?…

Novice prison teachers experience confusion and disorientation--culture shock--when they go to teach in prison because teaching and prison cultures collide. The stages of acculturation associated with culture shock are predictable and so are the identities and experiences of teachers who are positioned by the cultural dynamics of prison teaching.…

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…

Despite the powerful, pervasive institutional imperatives of the prison to control, discipline and house inmates, teachers seem to care deeply for their students. They also intuitively know that caring is very much a part of a successful teaching practice behind bars. This descriptive study contributes to a framework of teacher caring in prison…

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)