NCJ Number
73194
Date Published
1980
Length
6 pages
Annotation
The impact of inmates' emotional response to literature studied in prison classrooms and the possible misinterpretation of literature caused by such response is discussed.
Abstract
Inmates react on a highly personal and emotional level to readings in literature and history. If they identify closely with the protagonist of a story, their general response will be positive, and lively and entertaining discussion will follow. In contrast, if they find a fictional or historical character disagreeable, inmates will respond negatively, with probable dampening effects on the class discussion For example, inmates disliked the unemployed, dejected subject of the poem, 'In A Coffee Pot,' which depicted the hopelessness of the 1930's. Inmates reacted negatively to the poet and criticized him for his passivity and lack of initiative. Franklin Roosevelt's presidency split class loyalties and formed the basis of an insightful debate between those who thought his ideas were appropriate for the country's economic recovery and those who though he did not do enough to strengthen Federal powers. Almost all participating inmates showed a powerful commitment to one viewpoint of the other, and they seemed to understand clearly the major areas of thought pertinent to the time. The negative side of this emotional pattern of response is evident when inmate attraction to a fictional character clearly contradicts the author's intention. For example, in the short story, 'Pioneers! O Pioneers!' inmates identified with the protagonist who was a successful, slick, and glamorous racketeer. Clearly, however, the author did not intend for the reader to sympathize with the character. Despite conflicts which will arise as a result, the teacher must impose the proper viewpoint when students have misinterpreted a reading. Although a prison teacher is not likely to radically change an inmate's perspective, he might expose arenas of thought in the inmate through appropriate challenging.