'Philosophy in Prison: Critical Pedagogy and Marginal Standpoints'

“监狱中的哲学：批判的教育学和边缘立场”

• 批准号: 2108808
• 金额: --
• 依托单位: University of Warwick
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2108808
• 关键词: Philosophy; Prison; Critical; Pedagogy; Marginal

My proposed project intends to investigate the relationship between the experience of taking Social Theory & Philosophy classes in an English prison and student-participants' self-conception. I will be conducting a mixed methods study, evaluating students' personal narratives and identities using interviews, focus groups, and survey. This project will be interdisciplinary, drawing on work from the fields of critical pedagogies, criminological and philosophical theories of punishment, and recent developments in phenomenological qualitative research methodologies. My project comes in the wake of record rates of violence, overcrowding, and recidivism in English and Welsh prisons. This crisis raises serious political and sociological questions particularly when recognised that groups marginalised by race, religion, and class are disproportionately represented in our prisons. Prison therefore represents an exacerbating process of both geographical and socio-political marginalisation for a large portion of its population. As poor resettlement and high reoffending rates suggest, prison helps to re-cycle high levels of exclusion and stigmatisation. I will be looking at how these groups themselves engage with opportunities for transformation and resistance within the prison's walls. I argue that these contemporary trends can be intervened in through a process of 'normalisation' - helping prisons resemble wider society. Specifically, the aspects of normalisation I intend to look at are themes of identity, responsibility, and social change - important loci of behaviour and discussion amongst the unincarcerated population. I hope to see whether facilitating discussions of these themes with incarcerated persons in an educational setting can contribute to reducing the chasm between life on the 'inside' and 'outside', by enabling participants to (re)situate themselves in society.A central theme of this project will be the interaction between identities and concepts, and the potential this holds for engendering resistance. This interaction centres on three theses, building on recent empirical work: identities are deeply connected to the conceptual frameworks people hold; and group identity is central in fostering the possibility of resistance; the possibility of resistance already exists in the minds of many prisoners. A study of marginal spaces in which conceptual frameworks and identities are investigated is therefore apposite for questions of subaltern resistance. I intend to utilise the hermeneutic methods of Heideggerian phenomenology to investigate how prisoner-students' sense of personal identity is ontologically constitutive of their sense of social being. This focus aims to build on phenomenological work in both education and prison studies which, in privileging of prisoners' lived experience, has helped uncover how structures of power, identity, and resistance are both implicit and explicitly manifested in people's self-understanding.This project aims to build on preliminary empirical observations that prison philosophy classes offer an opportunity for prisoners to approach questions of behaviour and identity from a social and transformative perspective, in contrast to individualistic therapeutic and criminal justice contexts. Much of the contemporary debate on education and prisoner re-entry is dominated by a problematic conflation of therapeutic, punitive, and parliamentary-political goals, a retributive rhetoric which has only intensified with the previous six Secretaries of State for Justice. Despite recent commendable efforts to move beyond employability-centred policies (Coates 2016), these efforts are followed by an equal-and-opposite emphasis on individualistic models of responsibility and punishment. Against these disciplinary models, this research is situated in support of expanding models of re-entry and civic responsibility to highlight the need for engaged and critical educational practice.

我提议的项目旨在调查在英国监狱上社会理论和哲学课程的经历与学生参与者自我概念之间的关系。我将进行一项混合方法研究，通过访谈、焦点小组和调查来评估学生的个人叙述和身份认同。该项目将是跨学科的，借鉴批评教育学、犯罪学和惩罚哲学理论以及现象学定性研究方法的最新发展。我的项目是在英格兰和威尔士监狱的暴力、过度拥挤和累犯率达到创纪录水平之后进行的。这场危机提出了严重的政治和社会学问题，特别是在认识到被种族、宗教和阶级边缘化的群体在我们的监狱中有不成比例的代表时。因此，对其大部分人口来说，监狱是一个不断加剧的地理和社会政治边缘化进程。正如糟糕的重新安置和高再犯罪率所表明的那样，监狱有助于重新循环高度的排斥和耻辱。我将研究这些团体本身是如何利用监狱围墙内的变革和抵抗机会的。我认为，这些当代的趋势可以通过“正常化”的过程来干预--帮助监狱与更广泛的社会相似。具体地说，我打算研究的正常化方面是身份、责任和社会变化的主题--未被监禁的人口中重要的行为和讨论场所。我希望看到，在教育环境中促进与被监禁者讨论这些主题，是否有助于通过使参与者在社会中(重新)定位自己，来缩小“内部”生活和“外部”生活之间的鸿沟。这个项目的一个中心主题将是身份和概念之间的互动，以及这可能导致抵抗。这种互动以最近的经验性工作为基础，围绕三个主题展开：身份认同与人们持有的概念框架紧密相连；群体身份认同是培养抵抗的可能性的核心；抵抗的可能性已经存在于许多囚犯的头脑中。因此，对边缘空间的研究，在其中研究概念框架和身份认同，对于底层抵抗问题是合适的。我打算利用海德格尔现象学的解释学方法来研究囚犯学生的个人认同感是如何在本体论上构成他们的社会存在感的。这个项目的重点是建立在教育和监狱研究的现象学工作的基础上，在囚犯生活经历的特权下，帮助揭示权力、身份和抵抗的结构如何在人们的自我理解中隐含和明确地表现出来。这个项目旨在建立在初步的经验观察的基础上，即监狱哲学课程为囚犯提供了一个机会，让他们从社会和变革的角度来处理行为和身份问题，而不是在个人主义的治疗和刑事司法背景下。当代关于教育和囚犯再入监狱的大部分辩论都被治疗性、惩罚性和议会政治目标的有问题的混合所主导，这种报复性的言辞在之前的六位司法国务秘书身上只会变得更加激烈。尽管最近在超越以就业能力为中心的政策方面做出了值得称赞的努力(Coates 2016)，但在这些努力之后，对责任和惩罚的个人主义模式给予了同等和相反的强调。相对于这些纪律模式，这项研究支持扩大重返社会和公民责任的模式，以强调参与和批判性教育实践的必要性。