Higher Education In Prison Need More Faculty of Color and Who are System Impacted
In this literature review, Lisette B. Hughes examines the need for greater representation of faculty of color and directly impacted individuals in higher education in prison programs. It draws on existing research and practitioner insight to demonstrate how culturally relevant pedagogy and lived experience enhance student engagement, trust, and academic outcomes.
Good Intentions Don’t Blunt the Impact of Dehumanizing Words
This article examines how commonly used labels such as “inmate” and “offender” dehumanize people impacted by incarceration and reinforce stigma, even when no harm is intended. Drawing on personal experience and broader social context, it calls for the use of people-first language as a necessary step toward dignity, healing, and meaningful reintegration.
