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Transforming Argumentative Dialogue Through Prison Service-Learning Projects

Transforming Argumentative Dialogue Through Prison Service-Learning Projects To cultivate a more informed citizenry, we argue that service-learning as a pedagogy has the potential to transform argumentative discourse by creating space for both compassion and rationality in a politically contested learning environment. The paper describes a service-learning experience where engagement with the prison population exposed students directly to issues surrounding rehabilitation. The study found that service- learning relationships between students and prisoners, coupled with reflective writing, provided students with new evidence to support claims about the need for rehabilitation programs in prisons. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Argumentation and Advocacy Taylor & Francis

Transforming Argumentative Dialogue Through Prison Service-Learning Projects

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Transforming Argumentative Dialogue Through Prison Service-Learning Projects

Abstract

To cultivate a more informed citizenry, we argue that service-learning as a pedagogy has the potential to transform argumentative discourse by creating space for both compassion and rationality in a politically contested learning environment. The paper describes a service-learning experience where engagement with the prison population exposed students directly to issues surrounding rehabilitation. The study found that service- learning relationships between students and prisoners, coupled...
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Publisher
Taylor & Francis
Copyright
© 2015 Taylor and Francis Group, LLC
ISSN
2576-8476
eISSN
1051-1431
DOI
10.1080/00028533.2015.11821850
Publisher site
See Article on Publisher Site

Abstract

To cultivate a more informed citizenry, we argue that service-learning as a pedagogy has the potential to transform argumentative discourse by creating space for both compassion and rationality in a politically contested learning environment. The paper describes a service-learning experience where engagement with the prison population exposed students directly to issues surrounding rehabilitation. The study found that service- learning relationships between students and prisoners, coupled with reflective writing, provided students with new evidence to support claims about the need for rehabilitation programs in prisons.

Journal

Argumentation and Advocacy – Taylor & Francis

Published: Jan 1, 2015

Keywords: service-learning; argumentation; prisons

References

  • What works in changing public attitudes to prison: Lessons from Rethinking Crime and Punishment
  • Report: Prison education programs could save money
  • “But you aren't white”: Racial perceptions and service-learning
  • Teaching within reach: Teacher positionality, student identity, and revised classroom practices
  • Service loitering: White pre-service teachers preparing for diversity in an underserved community
  • Service-learning in prison facilities: Interaction as a source of transformation
  • Evidences of transformative learning in service-learning reflections
  • Cuomo drops plan to use state money to pay for college classes for inmates
  • A transformative learning model for service-learning: A longitudinal case study
  • Do all students “Get it?”: Comparing students' reflections to course performance
  • Education in prison
  • Service-learning as crucible: Reflections on immersion, context, power, and transformation
  • College behind bars: How educating prisoners pays off
  • Cognitive outcomes of service-learning: Reviewing the past and glimpsing the future
  • Deliberative trouble? Why groups go to extremes
  • The law of group polarization
  • Community-centered service learning: Moving from doing for to doing with