A vision for the future: the power of healing for incarcerated women through education, art, and community support

2013·6.8 MB·English

by  Palidwor, Nicole

A VISION FOR THE FUTURE: THE POWER OF HEALING FOR INCARCERATED
WOMEN THROUGH EDUCATION, ART, AND COMMUNITY SUPPORT
by
Nicole Palidwor
B.A. Honours, University of Manitoba, 2011

A thesis submitted to the
Faculty of the Graduate School of the
University of Colorado in partial fulfillment
of the requirements for the degree of
Master of Arts
Communication
2013
This thesis for the Master of Arts degree by
Nicole Palidwor
has been approved for the
Department of Communication
by

Stephen John Hartnett, Chair
Lawrence R. Frey
Tony Robinson
Lisa Keränen

April 15, 2013
ii
Palidwor, Nicole (M.A., Master of Communication)
A Vision for the Future: The Power of Healing for Incarcerated Women through
Education, Art, and Community Support
Thesis directed by Professor, Stephen John Hartnett.

ABSTRACT
This thesis argues that programs designed for those who are incarcerated that incorporate
a variety of educational, artistic, networking, and skill-building features produce
meaningful change by developing participants’ self-esteem, self-expression, and
communication skills. I evaluate three types of programs—traditional education, art
education, and what I call “holistic” programs—to determine their intentions, methods,
contributions, and deficits. Based on an analysis of the best elements of each type of
program, I designed a program—my “vision for the future”—that reflects my interests as
a communication scholar and community activist.

The form and content of this abstract are approved. I recommend its publication.

Approved: Stephen John Hartnett
iii
DEDICATION
I dedicate this work to several people. First, to my partner, Gabe Radovsky, who has
ridden the tides of thesis writing and preparation with me, while always being empathetic
and encouraging. Thanks to David Edinborough, for even through our friendship has its
ups and downs, we have always pulled through for one another. I also thank my friends,
Misty Saribal and Bridget Royer, for helping me through these last couple of years by
inspiring me. I would also like to thank Marc Rich, who always helps me to find my
communication vision when I lose it. Thank you, Janis Kelly, for always being there for
me every step of the way. Thank you, Grandpa and Grandma Palidwor, for all your help.
To my Mom, Dad, Grandma Meally, and sister, thank you for always telling me that I
could do this, regardless of how I said otherwise. Thank you, Grandpa Tom, for always
supporting me. I miss you, and I will do a PhD, I promise; this is for you.
iv
ACKNOWLEDGMENTS
I would like to thank my advisor, Stephen John Hartnett, for helping me to find my vision
and bringing it to life. I also thank my committee members Lawrence R. Frey, Tony
Robinson, and Lisa Keränen for their support in editing and idea building, and their
enthusiasm for helping me with my work. I thank Michelle Médal for helping me with
many aspects of my prison activism, and for her warm, friendly demeanor that lights up
the department. I would also like to thank the staff, student, and mothers at Mrs. Lucci’s
Resource Centre for their dedication, support, and for their amazing stories of triumph
and tribulation. Finally, thank you to the entire communication department for two
extremely rewarding and intellectually challenging years.
v
TABLE OF CONTENTS

I. INTRODUCTION

Vignette........................................................................................................................ 1

Framing a Response……............................................................................................. 6

Social Justice and the Prison System………………….………...…………………... 8

Communication Activism for Social Justice Scholarship ……………………......... 10

II. PROVIDING EMPOWERING OPPORTUNITIES THROUGH EDUCATION…….15
Type of Intervention(s) Used .................................................................................... 21

Intervention Intentions .............................................................................................. 21

Specific Work Expectations ..................................................................................... 23

Methods..................................................................................................................... 24

Outcomes…………….………………….................................................................. 26

Lateral Contributions ................................................................................................ 30

Tensions and Deficits................................................................................................. 32

III. ACHIEVING THROUGH ART EDUCATION.......................................................... 37

Type of Intervention(s) Used..................................................................................... 38

Visual Art…….……………….......................................................................... 39

Theater................................................................................................................ 42

Writing…............................................................................................................ 45

Intervention Intentions .............................................................................................. 47

Specific Work Expectations…................................................................................... 49

Methods..................................................................................................................... 51

vi
Outcomes……………..……………………............................................................. 54

Lateral Contributions ................................................................................................ 59

Tensions and Deficits................................................................................................ 65

IV. BECOMING WHOLE AGAIN: HEALING THROUGH HOLISTIC
PROGRAMMING…………………………………….……………………………... 68

Type of Intervention(s) Used .................................................................................... 71

Art Shows…………….……………………….…………...………………….. 72

Reading, Writing, and Publishing ……….……………….………….……….. 73

Playwriting..………….……………………………………………………….. 74

University Courses on Home Campuses ……………….…………………….. 75

General Education Development Classes ……..……………………………… 76

Portfolio Projects ……………….……………..……….……….…….……… 77

Linkage Project ..………………….….….…………………………………… 77

Parenting & After-School Programs …………….…….…………….……….. 78

School Supply Programs ..… ….…………….……………………………….. 78

Transitional Education & Outreach Programs …................………………….. 79

Healthy Choice Programs …………………………..…………………….….. 80

Intervention Intentions .............................................................................................. 80

Specific Work Expectations ..................................................................................... 81

Methods..................................................................................................................... 83

Outcomes…………….…………………..............................................................… 84

Lateral Contributions ................................................................................................ 94

Tensions and Deficits................................................................................................. 96

vii
V. PLANNING A PROGRAM: THE FUTURE IS NIGH………………..……..……. 100

One Day................................................................................................................... 101

Now ......................................................................................................................... 103

BIBLIOGRAPHY ...........................................................................................................106

APPENDIX .................................................................................................................... 116

viii
List of Tables
TABLE
1. Summary of Traditional Education Programs Offerings and Implementation .......... 20
2. Summary of Art Programs Offerings and Implementation.……………..….……... 38
3. Summary of Holistic Programs Offerings and Implementation. ............................... 71

ix
List of Figures
FIGURE
1. “Tar Baby's Obsession” by Virgil Williams III ........................................................ 41
2. “Stunning” by Susan Bunnell Boes . ......................................................................... 85
3. “Photogenic” by Lawrence Clor. ............................................................................... 85
4. “Untitled” by Desiree. ................................................................................................ 87
5. “Untitled” by Desiree. ................................................................................................ 87
6. “Untitled” by Heidi .................................................................................................... 87
7. “Untitled” by Kathy ................................................................................................... 88
8. “U.S. Most Wanted” by Rafael de Jesus .................................................................... 89
9. “Don't Mess with Texas” by Andres Gonzalez .......................................................... 89

x