Convict Pedagogy: Prison Culture, Convict Identity, and Civic Engagement of the Formerly Incarcerated

• In Event: Inmate Culture, Identity, and Transitioning to Release

Abstract

This paper will discuss an exploratory project that utilizes a phenomenological methodology to develop a theoretical framework entitled Convict Pedagogy. Pure phenomenological research seeks essentially to describe rather than explain, and to start from a perspective free from hypotheses or preconceptions (Husserl 1970). This theory aims to draw out the lived experiences of the formerly incarcerated without interpretation to gain insight into a rare correctional sub-culture. Formerly incarcerated individuals that align with major areas of this theoretical model may be more likely to leave a life of crime behind and become rehabilitated and engaged citizens upon release from a correctional facility. Two major academic areas in criminology and education will be explored for this new theoretical construct. A critical self-narrative was used to frame several concepts for the literature review and assist in the development of a methodological approach. This critical self-narrative identified three major research areas of focus during periods of incarceration, which include: prison culture, convict identity, and civic engagement. Criterion sampling is being used for this study and involves selecting cases that meet some predetermined criterion of importance (Patton, 2001, p. 238).

Author

• Aaron Thomas Kinzel, University of Michigan-Dearborn