Inside-Out in Oregon: Transformative Education at the Community Level

Abstract

Over the years I have often heard colleagues describe Inside-Out as a type of “transformative education.” They are usually referring to transformation for individuals, changes in how individuals think of themselves, their potential, and their place in the world. Another way to understand “transformative education” is to consider the larger-scale transformation of social networks, communities, and institutions. This article uses Oregon as a case study to show how Inside-Out’s approach can amplify and catalyze the latent potential for change already existing in colleges and universities, prisons, and other communities. These lessons may be applicable to other types of community-based education as well, in places such as K-12 schools, immigrant communities, senior centers, and more.

Editors’ note: This chapter is an excerpt of a longer case study of program replication at the state level by Inside-Out’s associate director, Melissa Crabbe. The full article, chronicling the Program’s development in Oregon, is archived for interested readers at The Inside-Out Prison Exchange Program website, www.insideoutcenter.org.

Many people have contributed to the growth of Inside-Out Oregon described here, including prison staff and administrators (especially Nancy Green and Frank Martin), university administrators (especially David Frank) and, of course, instructors (especially Amy Spring, Michelle Inderbitzin, and Shaul Cohen). Special thanks to the outside and inside alumni who are an inspiring, integral part of the Inside-Out Oregon community: Alex, Ben, Bob, Chuck, Eric, Francisco, Fred, Hannah, Jordan, Katie D., Kehala, Kyla, Madeline, Marc, Nestor, Paul, Phoebe, Robin, Roman, So, Socrates, Sterling, Tariq, Ted, Terence, and Trevor.