Abstract

Using qualitative data collected at the end of a course delivered in a Canadian federal penitentiary, this research examines the effects of the Inside-Out (I-O) model of prison education on students’ learning experiences. The results suggest that the I-O model produced a learning environment conducive to Inside and Outside students’ transformation evidenced by high levels of inclusion and engagement. As result of deep engagement, students’ perceptions of their own legal system changed significantly as did their understanding of global legal traditions. Future research should examine the effects of I-O on learning outcomes and the effects of I-O on different courses in varying security levels.