Suchergebnisse

Frontmatter -- Contents -- Preface -- Acknowledgments -- 1. The Life Imprisonment of Women in America: Gender, Punishment, and Agency -- 2. Carmela: "Blurred Boundaries" -- 3. Beginning the Prison Journey -- 4. Ann and Crystal: Juvenile Lifers as "Minnows in a Shark Tank" -- 5. Actively Doing Life -- 6. Desiree: A Journey toward Self-Actualization -- 7. Correctional Officers or "Us" vs. "Them": Preserving and Challenging the Binary -- 8. Eating the Life-Sentence Elephant: "One Day at a Time" -- 9. Candace: "God Is My Answer" -- 10. The Way Forward: Policy Solutions -- Notes -- References -- Index -- About the Author

This paper presents reflective reexaminations of, and musings about, a cross-race, cross-culture, cross-national, cross-class, but same-gender research process in the "new South Africa" from the vantage point of hindsight. The paper aims to make the research backstage more transparent by reflecting on ongoing negotiations of self in context with abused women's shelter service providers in South Africa. Discursive attention is focused on social locations and the ways that social privileges affect the research process, as well as on giving-and-taking as a significant set of research interactions.

We describe the process of developing a "Think Tank," or discussion and outreach group for individuals who successfully completed the inside–out Prison Exchange classes offered at a Level 2 correctional facility in Detroit, Michigan in 2008. We employ the concept of "collective efficacy" and members' own accounts of their experiences to describe the Theory Group's evolution: (a) formation and initial growth, (b) public outreach, and (c) workshops, trainings, and future activities. We document the complicated dynamics of working with prison officials and make suggestions for those seeking to continue the inside–out dynamic beyond the classroom.

Utilizing a "layered" account that overlies personal experience with feminist, sociological, and pedagogical theory, this article explores the material reality of student mentors assisting in college-level courses offered in a prison site to incarcerated women. The authors present analyses of their developing understandings of theory-in-action as they engaged in symbolic interactions within the carceral environment. The authors offer reflective representations of their experiences mentoring incarcerated women and they explicate a variety of epistemological positions. The article draws attention to structural boundaries and barriers, both physical and emotional; to the construction and maintenance of "safe" classroom space; and to mirror reflections, that is, to seeing self in the "other."