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Palgrave Macmillan

Turning Teaching Inside Out

A Pedagogy of Transformation for Community-Based Education

  • Book
  • © 2013

Overview

Editors:
  1. Simone Weil Davis
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  2. Barbara Sherr Roswell
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Part of the book series: Community Engagement in Higher Education (CEHE)

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Table of contents (29 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction—Radical Reciprocity: Civic Engagement from Inside Out

    1. Introduction—Radical Reciprocity: Civic Engagement from Inside Out

      • Simone Weil Davis, Barbara Sherr Roswell
      Pages 1-9

  3. Origin Tales: Seeding and Building a Program

    1. Front Matter

      Pages 11-11
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    2. Drawing Forth, Finding Voice, Making Change: Inside-Out Learning as Transformative Pedagogy

      • Lori Pompa
      Pages 13-25

    3. Inside-Out in Oregon: Transformative Education at the Community Level

      • Melissa Crabbe
      Pages 27-34

    4. Death of a Street-Gang Warrior

      • Paul Perry
      Pages 35-45

  4. Expanding Teaching and Learning

    1. Front Matter

      Pages 47-47
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    2. Inside-Out: What the World Needs Now

      • M. Kay Harris
      Pages 49-62

    3. Liberation from University Education: A Lesson in Humility for a Helper

      • Amelia Larson
      Pages 63-69

    4. The American Educational System: Abuses and Alternatives

      • K. D. A. Daniel-Bey
      Pages 71-77

    5. Opened Arms, Eyes, and Minds

      • Charles Boyd
      Pages 79-81

    6. Full Circle: A Journey from Students to Trainers

      • Mario Carines
      Pages 83-91

    7. Teaching Itself: A Philosophical Exploration of Inside-Out Pedagogy

      • Gitte Wernaa Butin
      Pages 93-102

  5. Productive Intersectionality: Navigating Race, Place, Gender, and Class

    1. Front Matter

      Pages 103-103
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    2. From Safe Space to Brave Space: Strategies for the Anti-Oppression Classroom

      • Shahad Atiya, Simone Weil Davis, Keisha Green, Erin Howley, Shoshana Pollack, Barbara Sherr Roswell et al.
      Pages 105-112

    3. Being Human

      • Erin Howley
      Pages 113-119

    4. Breaking Through “Isms”

      • Ella Turenne
      Pages 121-130

    5. Trusting the Process: Growing and Liberating Self-Reflective Capacities Behind the Prison Walls

      • Kayla Follett, Jessie Rodger
      Pages 131-139

  6. Transformation? Connection as Catalyst

    1. Front Matter

      Pages 141-141
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    2. Turned Inside-Out: Reading the Russian Novel in Prison after Levinas

      • Steven Shankman
      Pages 143-153
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Keywords

About this book

Using the successful Inside-Out program, in which incarcerated and non-incarcerated college students are taught in the same classroom, this book explores the practice of community-based learning, including the voices of teachers and participants, and offers a model for courses, student life programs, and faculty training.

Reviews

“Turning Teaching Inside-Out is a valuable book for Community Literacy Journal readers … . The true gem of this narrative is the incorporation of essays written by inside students. The insights presented by the participating students will keep readers invested, while also offering actionable ideas for pedagogical revisions instructors can make in their own classrooms to facilitate mindful discussions on topics ranging from social justice to ethical engagement within our communities.” (Brittny M. Byrom, Community Literacy Journal, Vol. 12 (2), 2018)

“The essays include historical analysis of the current prison industrial complex, the personal transformation that humanizes social service professionals, the community and political organizing of alumni and the different contexts in which this model has been successfully applied, as well as articles about research methodologies and variations andoutgrowths of the original program. … It is an important resource for those seeking to strengthen and improve education everywhere from the inside out.” (Altagracia Perez-Bullard, Wabash Center, wabash.edu, August, 2016)


"Read this book! It's so important that we end the separation between 'us' and 'them' those labeled 'prisoners,' 'criminals,' 'felons.' It is this separation and demonization of the 'others' and our failure to truly see, hear, and engage with those who have been locked up and locked out that makes it easy for us to remain in deep denial about what we, as a nation, have done. Inside-Out challenges that denial in a powerful way." - Michelle Alexander, Professor of Law, Ohio State University, USA, and author of The New Jim Crow: Mass Incarceration in the Age of Colorblindness

"Turning Teaching Inside Out shows us what can happen when 'inside' students and 'outside' students invest themselves in each other and in a shared learning process - then apply the wisdom of their collective experience to the work of social analysis. The authors of these essays have helped give shape to a powerful learning model that links individual awakening, community engagement, and large-scale social transformation. This important book deserves to be widely read, and the program on which it is based deserves to be widely emulated." - Parker J. Palmer, author of The Courage to Teach, Let Your Life Speak, and Healing the Heart of Democracy

"It's so important that people can really talk to each other, hear each other, and learn how to build community together. Inside-Out makes space for that to happen, and to me, this is the real value of education. Teachers and learners, whether you're inside of prison or out, I urge you to read this book! In Turning Teaching Inside Out, many inspired voices present the reader with ideas about how we can infuse higher education with deeper meaning and create more justice in the world through dialogue." - Sister Helen Prejean, Congregation of St. Joseph, USA, and author of Dead Man Walking


About the authors

Sarah Allred, Berry College, USA Amelia, Wilfrid Laurier University, Canada Kristin Bumiller, Amherst College, USA Charles, Graterford Think Tank, Temple University, USA David Coogan, Virginia Commonwealth University, USA Melissa Crabbe, Inside-Out Prison Exchange Program, USA Simone Weil Davis, University of Toronto, Canada M. Kay Harris, Temple University, USA Gillian Harkins, University of Washington, USA Angela Harvey, The Ohio State University-Newark, USA Erin Howley, Inside-Out, USA Jessie Masters, Wilfrid Laurier University, Canada Kayla, Wilfrid Laurier University, Ontario, Canada Jeri L. Kirby, West Virginia University, USA Kyle Mario Matt Lori Pompa, Temple University, USA Barbara Roswell, Goucher College, USA SALT/TRIO, School for Alternative Learning and Transformation, Tennessee, USA and Transformation and Reconciliation from the Inside-Out, Tennessee, USA Sara Steve Shankman, University of Oregon, USA Tony, Member of TRIO, Tennessee, USA Ella Turenne, Occidental College, USA Lucas B. Wilson, Mount Holyoke College, USA

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