‘It’s like you’re still in jail’: exploring the subjugation of emotional knowledge in prison-to-community reintegration in Canada
Why this work is in the frame
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Bibliographic record
Abstract
Reintegration means being released from prison and returning to the community; however, the process is much more complex than this simplistic definition implies. In addition to acquiring the resources necessary for everyday survival, the reintegration process incites intense emotions for formerly incarcerated people. This paper examines the ways in which released people’s emotions are subjugated via the community reintegration process, arguing that emotions are a form of subjugated knowledge in correctional environments, and that their subjugation obfuscates the precarity criminalised people experience upon community re-entry. We begin by conceptualising how risk logic subjugates emotional knowledge in the reintegration process. After outlining the methodology, we present our findings, which demonstrate how the place, time, and relationship restrictions formerly incarcerated people are subject to upon release create emotional and material barriers to successful reintegration. The anxieties and frustrations that formerly incarcerated people share about their reintegration experiences signal how their emotions were conditioned by these restrictions and how correctional interpretations of risk problematically subjugate this emotional knowledge. We maintain that analysing the subjugation of emotions during the reintegration process is necessary to foster both successful re-entry and emotional wellbeing for formerly incarcerated people.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it