This article explores a classroom co-produced by learners serving prison sentences, undergraduate criminology students and a pair of lecturer-facilitators. This space, in a high security prison for men serving life sentences (‘HMP Lifer’), provides a good example of ethical praxis and moral sight working in combination to mitigate against moral and ethical blindness. It is a mechanism by which pedagogical concerns, and some human-centred ones, can be realised in an unconventional context. There are two areas to the discussion. Firstly, the effects of incorporating students from outside the prison into the classroom space, such as enhanced proximity, the reduction of prison learners’ diffidence, motivation to appreciate the perspectives of others, and closing the pedagogical gap between participants. Secondly, enabling interaction that transforms the nature of the space, freeing it from institutional constraints. In doing this, the relational distance between participating individuals contracted, whilst simultaneously expanding the distance between them and their ‘host’ institutions.The approach allowed people to co-produce pedagogical capital, further enabling staff and students to ‘see’ each other and feel seen. This, together with the use of abstract questions and discussion, facilitated an understanding that knowledge is dispersed within the classroom, and may be disseminated beyond it. There is also evidence of effects beyond the classroom. Co-producing an educational space, inside an institution they were studying academically, became an opportunity for university students to experience learning differently to classes on campus. The approach rendered the space trustworthy and safe, in turn allowing the group to participate in potentially uncomfortable conversations, further enhancing their learning.
This article explores a classroom co-produced by learners serving prison sentences, undergraduate criminology students and a pair of lecturer-facilitators. This space, in a high security prison for men serving life sentences (‘HMP Lifer’), provides a good example of ethical praxis and moral sight working in combination to mitigate against moral and ethical blindness. It is a mechanism by which pedagogical concerns, and some human-centred ones, can be realised in an unconventional context. There are two areas to the discussion. Firstly, the effects of incorporating students from outside the prison into the classroom space, such as enhanced proximity, the reduction of prison learners’ diffidence, motivation to appreciate the perspectives of others, and closing the pedagogical gap between participants. Secondly, enabling interaction that transforms the nature of the space, freeing it from institutional constraints. In doing this, the relational distance between participating individuals contracted, whilst simultaneously expanding the distance between them and their ‘host’ institutions.The approach allowed people to co-produce pedagogical capital, further enabling staff and students to ‘see’ each other and feel seen. This, together with the use of abstract questions and discussion, facilitated an understanding that knowledge is dispersed within the classroom, and may be disseminated beyond it. There is also evidence of effects beyond the classroom. Co-producing an educational space, inside an institution they were studying academically, became an opportunity for university students to experience learning differently to classes on campus. The approach rendered the space trustworthy and safe, in turn allowing the group to participate in potentially uncomfortable conversations, further enhancing their learning.
