Teaching Postgraduate Students in High Security Prison 2002-2011

Abstract

This paper addresses some of the challenges involved in developing an understanding of the pedagogical practices of teaching in The Dame Phyllis Frost Women’s Correctional Centre. It details a significant teaching and learning experience. This paper develops from my interest in developing and teaching in a program that enables both the candidate and the supervisor. This is particularly apposite for students in prison as they have quite specific access and equity needs. This paper leads me to the conclusion that teaching in a high security prison is a learning journey for the teacher as well as the students. The methodology of this paper is to record through ‘subjective academic narrative’ those challenges that such teaching presents.