Article 4: Voices From Inside The Circle: The Walls To Bridges Collaborative Teaching And Learning Experience In Canada
Bibliographic record
Abstract
This paper offers a qualitative review of the authors’ experience co-teaching their first Walls to Bridges (W2B) course in Ontario, Canada. W2B is an educational program where post-secondary courses are taught inside correctional facilities; the student cohort consists of equal numbers of ‘inside’ students (prisoners) and ‘outside’ university students. The authors use inside and outside student journals as qualitative data to provide compelling testimonials of the benefits of this innovative educational initiative and to showcase the students’ voices. This article describes the importance of mobilizing Indigenous circle pedagogy to structure the course, which is exceptionally important in the Canadian context; the significance of recognizing the diverse voices in the circle; and the role of empathic listening and expressive speech to facilitating critical circle dialogue. We begin by outlining some of the main institutional barriers that need to be overcome to successfully run a W2B course and conclude with a review of some of the main benefits of this program for students and correctional staff alike – including, combatting inmate and staff stereotypes/codes, strengthening staff-prisoner relationships, increasing the inmate’s social and cultural capital by way of university level education, and building bridges between the prison and the community by way of institutional partnerships between the university and corrections and inside and outside student connection.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.018 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| 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".