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Educative justice: The history of t...

Chlup, Dominique T.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960./
Author:	Chlup, Dominique T.
Description:	310 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1702.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Education, History of. -
Online resource:	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.
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245 1 0 $a Educative justice: The history of the educational programs and practices at the Massachusetts Reformatory for Women, 1930--1960.
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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.
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