Recipient
Katherine Bruce-Lockhart, History
Description
This funding would support the initial steps needed to forge a sustainable relationship between UW and Walls to Bridges (W2B), an educational program that creates opportunities for incarcerated individuals and university students to take for-credit courses together in a prison setting. As a first step, the principal investigator would take part in the annual W2B instructor training. In this training, participants learn about W2B’s innovative pedagogical model – which emphasizes experiential and embodied learning, intersectional analysis, and indigenous circle pedagogies – and become eligible to facilitate courses through the program. The funding would also be used to support a W2B workshop on campus open to all faculty, which would raise awareness about the program and introduce participants to the pedagogical model.
References
Kilty, Jennifer M. and Sandra Lehalle (2018). “Voices from Inside the Circle: The Walls to Bridges Collaborative Teaching and Learning Experience in Canada.” Advancing Corrections 6, 44-54.
Kolb, David A. (2015). Experiential Learning: Experience as the Source of Learning and Development, 2nd Edition. Upper Saddle River: Pearson Education.
Maas-Weigert, Kathleen. (1998). “Academic Service Learning: Its Meaning and Relevance.” New Directions for Teaching & Learning 73, 3-10.
Mitchell, Tania (2008). “Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models.” Journal of Community Service Learning 14:2, 50-65.
Pollack, Shoshana (2016). “Building Bridges: Experiential and Integrative Learning in a Canadian Women’s Prison.” Journal of Teaching in Social Work 36:5, 503-518.
Pollack, Shoshana. (2016). Report on the Impact on Students. Walls to Bridges. Available: http://wallstobridges.ca/wp-content/uploads/2016/06/Impact-on-Students-RED.pdf
Pompa, Lori. (2013). “One Brick at a Time: The Power and Possibility of Dialogue Across the Prison Wall.” The Prison Journal 93:3, 127-134.
Sferrazza, Anna (2018). “The Nature of the Space: Walls to Bridges as Transformative Learning.” Engaged Scholar 4:1, 241-250.