Engaged Learning
What does an authentically engaged classroom look like?
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Liberatory pedagogy, engaged learning
Paulo Freire's revolutionary treatise on education, Pedagogy of the Oppressed (1970) is one of the most cited academic texts of all time for good reason. Freire centered the voices of learners living in poverty and with limited access to critical thinking. This was a significant departure for the time, and remains a core text on how to conceive of knowledge as co-created and to think of teaching and learning as humanistic practice with dignity at the core. Revisiting Freire's writing in mind of higher education in prison focuses the practice on the student, not their surroundings, and encourages us to effectively balance the space of recognizing that students are learning in the most difficult of circumstances and, at the same time, valuing their presences fully and consistently as students first and foremost.
“At this point in our journey we are scholars and it would be appreciated if we can get treated more like scholars than inmates.”
Student-first mindset, student choice
One way to engage in holistic learning and center dignity in HEP is to consider the students' learning needs, educational interests, and choices as much as possible. Like many HEP experiences, this is one of compromise. For example, it is nearly impossible to offer a full range of college courses for students to choose from when launching a HEP program. But providers can consider the students' current educational interests and potential career prospects when evaluating what degree or courses to offer.
Critical thinking and student-first mindset
Shortly after launching the VISTA program, we wanted to ensure that students were gaining a University learning experience and were acclimated to the culture. We asked students what they noticed about the SDSU experience in light of their prior experiences in GED and community college. Their answers were enlightening. Students cited that they noted a significant difference. In the University classes, they noticed that they could not hide, that they were asked to participate, asked what they thought, and for facts to support their opinions. They noted that they felt challenged and also seen, that they were inspired to rise to the occasion and encouraged to seek further information to support their ideas. This brief anecdote shows the interconnectivity of critical thinking and humanistic experience. In being asked for their perspective, and to defend their ideas, students experienced a sense of themselves and their connection to the material and to society.
Peer dialogue and empowerment
“I think it would have been cool if we were allowed to set up a meeting once a week with our cohort… so we can discuss and engage with the material with our peers. This would have facilitated more retention and growth as a scholar.”
Inviting students into dialogue is integral to a holistic experience of HEP. To gain a sense of confidence in speaking up, practice in clarifying their thoughts, and providing rationale for opinions, students need practice. This is true for all students but is cast in high relief for students who are incarcerated. A sense of imposter syndrome is common. Even the most confident and self aware students may not have been asked to share their thoughts or justify their opinions in an academic setting. Peer dialogue, including structured one-on-one conversations and small group discussions, build practice.
Student leadership and learning through mentoring
Students in learning cohorts tend to form community and bonds of support in ways that those that proceed through educational paths individually might not. This is true for students who are incarcerated as well and many HEP programs are, by design, cohort models. Peer support and mentoring is common across prison education and rehabilitation programs for many reasons, not least of which is a lack of other support personnel. But this experience can also be a meaningful part of HEP. Teaching or learning from peers builds bonds among students and also strengthens learning.
Building relationships with campus and correctional partners
“I really enjoyed the student Open House with the Criminal Justice students, that is when I felt most connected to San Diego State.”
Building a culture of learning goes beyond the classroom. When HEP leaders and educators establish productive and meaningful collaborations with prison partners, the result is not only improved logistics for academic programming, there is also a shift in the culture. Where once there was division, prison staff and students, or prison and university staff, there can be a sense of shared goals and collaborative problem solving. At the heart of it, correctional and education institutions do not share the same goals. Forming a productive relationship on a logistical level is one thing, but actively trying to understand one another's goals and priorities is another. It is not an easy path but it is a necessary one for building a culture that goes beyond the binaries of us and them, prison and school, and instead models for students a new perspective of community and partnership.