监狱中大学生的骚扰、劝阻和恐吓——监狱高等教育惩戒权盛行的定性研究

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Royer, Erin L. Castro, Estefanie Aguilar Padilla
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引用次数: 0

摘要

在这项描述性研究中,Caisa Elizabeth Royer、Erin L.Castro和Estefanie Aguilar Padilla探讨了监狱利益相关者在高等教育中使用监狱纪律权力的经历。根据对19名监狱教育利益相关者的采访,包括项目负责人、讲师、被监禁学生的家庭成员和项目校友,作者的发现表明,官员发起的纪律干扰了监狱中大学项目的目标和被监禁学生成功的能力。该分析对监狱官员劝阻、扰乱、恐吓和故意阻碍学生参与监狱高等教育的普通方式以及这些项目提供课程的能力提供了丰富的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Harassment, Discouragement, and Intimidation of College Students in Prison: A Qualitative Study on the Prevalence of Disciplinary Power in Prison Higher Education
In this descriptive research study, Caisa Elizabeth Royer, Erin L. Castro, and Estefanie Aguilar Padilla explore the experiences of prison stakeholders in higher education with prison disciplinary power. Based on interviews with nineteen prison education stakeholders, including program directors, instructors, family members of incarcerated students, and program alumni, the authors’ findings indicate that officer-initiated discipline interferes with the aims of college-in-prison programs and incarcerated students’ ability to be successful. The analysis provides rich insight into the ordinary ways prison officers discourage, disrupt, intimidate, and deliberately obstruct student engagement with prison higher education and those programs’ ability to provide coursework.
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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