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Prison-based Education and Its New Pedagogical Perspective

Germain, S. ORCID: 0000-0003-2697-6039 (2014). Prison-based Education and Its New Pedagogical Perspective. Journal of Criminal Justice Education, 25(2), pp. 196-209. doi: 10.1080/10511253.2014.882962


This article presents how unconventional teaching environments, such as the prison system, can participate in the elaboration of new pedagogical methods and, in the process, reveal the diverse responses of marginalized groups to the study of the law. Over the course of this article, I provide valuable insight about underexplored teaching techniques to academics seeking to open up their approach beyond traditional methods. Through this partially reflective piece, I relay my experience as a law instructor in a maximum security prison, and demonstrate how those who have bore the brunt of the law can still think critically about legal topics. I also support the idea that by taking in the perspectives of peripheral groups, legal educators will be led to use innovative methods to deliver legal knowledge. Essentially this article explores the intersection between legal pedagogy and the prison system to uncover a site previously neglected by conventional work on criminology and education. Pointing out how experiencing the law differently can shape individual interpretations of legal knowledge, I hope to situate learning within a larger criminological process.

Publication Type: Article
Publisher Keywords: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Criminal Justice Education on 26 February 2014, available online:
Subjects: H Social Sciences > HN Social history and conditions. Social problems. Social reform
K Law
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Departments: The City Law School > Academic Programmes
The City Law School > International Law and Affairs Group
Text - Accepted Version
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