“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. ContentsIntroduction ………………………………………………………………………………1 -Autoethnography: The First Class ………………………….………...….…...….. 1 -Walls to Bridges Course Logistics ……………………………………………..… 3 -Overview of Thesis Objectives …………………….……………………….…….6 Chapter 1: History of Prison Education Programs ………………………………….....9 -Early Forms of Punishment and Penitentiaries …….……………………………... 9 -Contemporary Corrections and Education Initiatives……….…………………….15 -Modern Forms of External Prison Education Programs …………...………..…… 17 -The Paradox of Prison Education…………..……………………………………….…….19 -Summary …………………………………………………………………………..22
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.017 | 0.017 |
| Scholarly communication | 0.012 | 0.009 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".