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ERIC Number: EJ1055288
Record Type: Journal
Publication Date: 2015-May
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1045-1595
After Incarceration and Adult Learning: A Collaborative Inquiry and Writing Project
Schwartz, Joni
Adult Learning, v26 n2 p51-58 May 2015
Mass incarceration in America is a moral, economic, and societal crisis with serious implications for many men of color and high school non-completers who are incarcerated at proportionally higher rates than Whites or college graduates. For the formerly incarcerated, engagement in adult learning, whether high school equivalency (HSE) or college, decreases the likelihood that they will return to prison, increases opportunities for employment, and serves as a powerful re-integration tool in society. This article describes one community college's collaborative inquiry and writing project that uses archival, auto-ethnographic, and interview data to explore how formerly incarcerated students might be effectively engaged in adult education and offers this inquiry project as a potential model for this engagement. Through the voice of the faculty/instructor, this article conceptualizes the inquiry writing project process using a two-part framework: Chevalier and Buckles' five stages of collaborative inquiry and critical race theory (CRT).
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A