John and all

Thanks for this very helpful articulation of what is/isn¹t useful in
contemplating student-centered learning.
This statement: But the task is the same:  to find some common ground, build
trust and community within the classroom, and find a way to begin exchanging
ideas about things that are important to the participants.  is especially
helpful in framing the issue of bring foundational skills and rigor to a
context that is jointly constructed by learners and teachers.  I¹ve tutored
in prison since 2000, and while only working with a couple of women (as
opposed to a class with external mandates, or students coming and going),
have found that regardless of the setting, we each (practitioners and
learners) bring our previous learning and understandings to the tasks at
hand.  I do understand that in larger classes and in different settings the
challenges may be lesser/ greater / different ­ but I appreciate your
pointing out that motivation, learning and the other pieces under
consideration are those shared across the board by adult educators
everywhere.   

I also agree that an opportunity to meet face to face would be wonderful.

thanks to all for this conversation

Janet Isserlis


From: John Gordon <jgordon at fortunesociety.org>
Reply-To: <specialtopics at nifl.gov>
Date: Wed, 20 Sep 2006 23:39:56 -0400
To: <specialtopics at nifl.gov>
Conversation: [SpecialTopics 213] Re: Correctional education -- student
motivation
Subject: [SpecialTopics 222] Re: Correctional education -- student
motivation

Bill et al,
 
Thanks for the thoughtful response. I cannot speak knowledgeably to the
question of "to what extent can we implement student centered programs in
prison?" since I have never taught on the inside. (Kathy Boudin speaks to
this issue much more profoundly than I could ever do in her seminal piece in
the Harvard Ed Review "Participatory Literacy Education Behind Bars:  AIDS
Opens the Door.," Harvard Educational Review, Vol. 63, number 2, Summer
1993. http://www.kathyboudin.com/harvard.htm).
 
 However, I do believe that one can bring a certain "stance" to teaching no
matter where it is done. I don't really describe our approach as
"student-centered" because I think that term has come to mean many things
and sometimes implies a mushy, unrigorous methodology - similar to the way
"empowerment" has lost any real meaning. I do believe that as teachers we
must start from the assumption that we and the students we work with walk
into the class as equals, each with things to teach and learn from each
other. I believe as well that students may learn as much from each other as
from me. Given those assumptions, the process will play out differently in
different contexts. But that stance would inform what I do, no matter where
I teach. I don't think centering your curriculum around the needs and
concerns of the students means that we don't teach "foundational skills",
but, again, I would say that it will inform how we go about teaching those
skills. Obviously, this is a much longer conversation, and from your
comments I think you might agree, but I welcome the opportunity to talk
about these things.
 
Students come to Fortune from a variety of places and for different reasons.
Some are coming back from doing serious time upstate.... they tend to be
pretty centered, with definite ideas about what they want. They're generally
a little older, a little further from the high school experience. Others are
on probation, one step from the street, and not really clear about where
they are going and why they are here, other than to satisfy a probation
officer. Still others are mandated into an alternative to incarceration
program and risk prison time if they don't attend regularly. This last group
is the youngest; they're often angry at having to be in school and a lot of
their feelings play out in the classroom. It's not an easy mix; for all the
problems, classes inside prison may simplify things. But the task is the
same:  to find some common ground, build trust and community within the
classroom, and find a way to begin exchanging ideas about things that are
important to the participants.
 
A comment for David who does such a wonderful job instigating and
facilitating these conversations. It would be great to do this in person
some time, some where. If you have ideas about that, I would welcome them.
 
best,
john

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