Beyond institutions: reflecting on the “beyond justice” classroom

• In Event: Teaching Criminology Beyond the Classroom: Working with Prisons, Police, and Case Studies

Abstract

This paper reflects on accumulated experience from running a series of classes in prison. It discusses the pedagogies involved, as well as the challenges, and discourses which emerge from the carceral classroom.

This paper combines experiences from the original pilot and the current classes. It discusses the development, design and organisation of the “Beyond Justice” class. The main issues are divided into three dominant areas: the academic, the pedagogic and the spatial. These areas are discussed in respect of the original conception and rationalisation. Furthermore, module development and delivery are explored in relation to the physicality of the prison classroom.

From the outset, consideration of wider institutional policies and bilateral relations between HE and the Prison is important when establishing entry requirements and teaching and learning requirements. This process relates to ensuring equity across the selection process, learning outcomes and assessment policy. Pedagogic issues center on content and delivery.across a cohort made up from university and prison students. The development of a series of topics relating to matters on social justice that could be explored through readings and discussions. The physicality of a space resembling an academic room creating a “third space” that is neither University nor Prison.

Authors

• Paula Bowles, University of Northampton

• Manos Daskalou, University of Northampton