東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Educative justice: The history of t...

Chlup, Dominique T.

FindBook

Google Book

Amazon

博客來

Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960./
作者:	Chlup, Dominique T.
面頁冊數:	310 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1702.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134475
ISBN:	0496817027

Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960.
Chlup, Dominique T.

Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960. - 310 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1702.

Thesis (Ed.D.)--Harvard University, 2004.

This historical study examines the origins, development, and significance of the educational programs and practices at the Massachusetts Reformatory for Women at Framingham from 1930 to 1960. The educational programs and practices are studied in relation to the larger women's prison reform movement. The primary data for the examination of these educational programs is provided from a variety of sources: the personal papers of correctional educator Amy Paddon Row, Superintendent Miriam Van Waters, staff member Anne Spicer Gladding, the Annual Reports of the Massachusetts Commissioner of Correction, and statistical data from an empirical study conducted during the time period. The main findings are: (1) While reformatories are often deemed to have remained prisons at heart, the Framingham Reformatory's educational classrooms were spaces in which inmates could "forget lock and key" and operate as students rather than inmates. (2) A gendered application of the law was in operation in the Massachusetts Criminal Justice System, resulting in differential arrest rates of women for crimes against morality and chastity. (3) Framingham did not segregate inmates by race and encouraged its African-American inmates to engage in leadership roles. These roles are identified. (4) Education as a vehicle to affect rehabilitation in regard to vocational training was both liberating and confining. A gendered notion of domesticity was in operation, resulting in "gendered inmates" versed in white, middle-class gender ideology. (5) The educational programs at the Framingham Reformatory were progressing in vital and important ways late into the 1950s, over twenty years after prison historians claimed that the prison reform movement had exhausted itself. (6) Educational Attainment Levels of current prisoners are closer to the national average of non-incarcerated individuals sixty-five years ago. The study also closely examines how teachers and student-inmates initiated, responded to, and transformed curriculum, methodology, and educational policies. One hundred-and-one correctional teachers are identified along with eighty-six classes and fourteen student-run clubs. Also reviewed is the interplay of conditions between the institution and the community that allowed educational programs to flourish and the extent to which concerned citizens, college interns, and social reform agencies informed correctional education procedures and policies for inmates.

ISBN: 0496817027Subjects--Topical Terms:

599244
Education, History of.

Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960.
LDR:03447nmm 2200301 4500 001 1840070
005 20050714101247.5
008 130614s2004 eng d
020 $a 0496817027
035 $a (UnM)AAI3134475
035 $a AAI3134475
040 $a UnM $c UnM
100 1 $a Chlup, Dominique T. $3 1928423
245 1 0 $a Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960.
300 $a 310 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1702.
500 $a Adviser: Jocelyn Chadwick.
502 $a Thesis (Ed.D.)--Harvard University, 2004.
520 $a This historical study examines the origins, development, and significance of the educational programs and practices at the Massachusetts Reformatory for Women at Framingham from 1930 to 1960. The educational programs and practices are studied in relation to the larger women's prison reform movement. The primary data for the examination of these educational programs is provided from a variety of sources: the personal papers of correctional educator Amy Paddon Row, Superintendent Miriam Van Waters, staff member Anne Spicer Gladding, the Annual Reports of the Massachusetts Commissioner of Correction, and statistical data from an empirical study conducted during the time period. The main findings are: (1) While reformatories are often deemed to have remained prisons at heart, the Framingham Reformatory's educational classrooms were spaces in which inmates could "forget lock and key" and operate as students rather than inmates. (2) A gendered application of the law was in operation in the Massachusetts Criminal Justice System, resulting in differential arrest rates of women for crimes against morality and chastity. (3) Framingham did not segregate inmates by race and encouraged its African-American inmates to engage in leadership roles. These roles are identified. (4) Education as a vehicle to affect rehabilitation in regard to vocational training was both liberating and confining. A gendered notion of domesticity was in operation, resulting in "gendered inmates" versed in white, middle-class gender ideology. (5) The educational programs at the Framingham Reformatory were progressing in vital and important ways late into the 1950s, over twenty years after prison historians claimed that the prison reform movement had exhausted itself. (6) Educational Attainment Levels of current prisoners are closer to the national average of non-incarcerated individuals sixty-five years ago. The study also closely examines how teachers and student-inmates initiated, responded to, and transformed curriculum, methodology, and educational policies. One hundred-and-one correctional teachers are identified along with eighty-six classes and fourteen student-run clubs. Also reviewed is the interplay of conditions between the institution and the community that allowed educational programs to flourish and the extent to which concerned citizens, college interns, and social reform agencies informed correctional education procedures and policies for inmates.
590 $a School code: 0084.
650 4 $a Education, History of. $3 599244
650 4 $a Sociology, Criminology and Penology. $3 1017569
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Women's Studies. $3 1017481
690 $a 0520
690 $a 0627
690 $a 0516
690 $a 0453
710 2 0 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 65-05A.
790 1 0 $a Chadwick, Jocelyn, $e advisor
790 $a 0084
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134475