“I’m really biased, like I’m just here for 3 hours” - Exploring Perspectives and Experiences of Outside Students in Walls to Bridges
Bibliographic record
Abstract
This thesis explores the transformative potential of prison education programs, specifically Walls to Bridges, focusing on the intricate interplay between transformativeness, permeability, and harm.While these initiatives have received attention for their capacity to facilitate transformative learning experiences and promote rehabilitation, discourse on their transformative nature and their relationship with the permeability of prison walls remains underexplored.Drawing from Freirean pedagogy, Walls to Bridges promotes collaborative learning, dialogue, and critical reflection, empowering participants to challenge power imbalances and structural barriers.Through an examination of the outside students' experiences and perspectives, this study reveals that the program fosters transformative learning in various degrees and contributes to the permeability of prisons by facilitating shared knowledge and dialogue between inside and outside students.Emphasizing the importance of acknowledging and addressing various forms of harm within prison education programs, this research advocates for inclusive learning environments to prioritize the wellbeing of all participants.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".