Inside-Out Oregon

COMPETITION EXTENDED UNTIL SEPTEMBER 1, 12AM PST.

Write about your Inside-Out experience AND have the chance to win an AWESOME t-shirt from the (Inter)National Inside-Out Center, courtesy of Oregon Inside-Out intern Jordan W. Here’s Jordan’s challenge:

Find a piece of art that best summarizes your Inside-Out experience, whether it is Raphael’s Sistine Madonna, the graffiti art of Banksy or JR, or that song you listened to every week on the way to and from prison. Submit a statement of 300 words or less to describe why that art was so important to your experience. Be creative!

Have you created art inspired by your Inside-Out experience? Did you make a painting, compose a song, write a creative essay, story, poem, or anything else that can be considered “art” (however you want to define that)? Send it in with an short statement (200 words or less) describing why you made that art, what significance it has for you, and/or what you hope others get from it.

Submit your entries as comments to this post, or email them to insideout@uoregon.edu by SUNDAY, Sept. 1 at midnight PST. The blog team will select a winning entry (maybe more than one) and we’ll mail or hand deliver you a t-shirt (and you’ll get major kudos on this blog). Entry is limited to students and instructors who took classes/taught in Oregon.

GOOD LUCK!

I’ve often struggled to explain the effect that the Inside Out class I took last term has had on me. It’s easy to tell people that it was the best class I’ve taken in college, or that it was a life changing experience. Although those statements are true, the clichés don’t really capture the most important parts of what I experienced inside the walls of Oregon State Penitentiary.

The beauty of Inside Out is that from the very start you are forced, rather than encouraged, to make strong personal connections with all of your classmates. The first day all of the outside students sat approximately 18 inches across from a series of 13 maximum security prison inmates and answered a set of questions that ranged from goofy to deeply personal. This is not an experience that most people can claim they have had. Since that first day I have found myself acutely aware of eye contact; looking into someone’s eyes as I listen and speak to them has become increasingly important to me. Inspired by our first wagon wheel, I strive to make my everyday conversations more real, often by channeling the strong gazes of those inside students whom I met on my first day.

Having such limited class time (only 24 hours in total) I found that each conversation, whether casual or a formal group discussion, suddenly became much more important. I have never felt so engaged with such a large group of people. Our prison classroom was an incredibly safe and open environment, something that is inherently at odds with the whole idea of what a prison is. In my opinion that is the greatest strength of the Inside Out program: it deconstructs preconceived notions about what all of your classmates will be like and allows a space in which all students can act as equals, learning from each other as well as the instructors.

I was lucky to be part of a group of outside students that was enthusiastic about spending time together outside of the program. Most of us wished weekly that we could lengthen the two one-hour van rides, even the 15 minutes spent going through security, but most importantly, by spending more time with our fellow outside students we hoped to make the 3 hours we spent with our entire class last a little longer. If nowhere else, in conversations with each other, and in the memories we will take with us. I will continue to try to make those nine weeks live on through contact with my fellow outside alumni, re-reading my anthology (currently one of my most prized possessions), and continuing to grapple with the things I learned about making personal connections before judgments, the importance of cherishing the time you have with people, and our incredibly ineffective prison system. I have truly come out of my Inside Out experience a different person, and I don’t think I could ever thank all of my fellow classmates, both inside and outside, as well as my instructors, enough for that.

-Kate

UO Inside-Out Alumna

Last Thursday, I was one night away from turning in the defense draft of my senior thesis. Needless to say, I was not in attendance at our regular Thursday night book club planning meeting.

During the drive to the Serbu Center, I was briefed on my role for the day’s session: to lead a small group discussion about how to build a table out of newspaper. I would distribute half-sheets of paper that each contained a few quotes from a relatively complicated article on the utility of the triangle in building prisms, then I would encourage the groups to think about the use of bracing in their table designs. Each group would chat about their experiences with tables, and then start to think through elements of design.

This session fit into our larger goal for the term: to think about the role of education in our lives, and to consider ways to improve our classrooms and schools. During this session, we attempted to meet a single objective (an understanding of how to build a table that would withstand books using only newspaper and tape) using three teaching techniques: lecture, small group discussion, and hands-on experimentation. We talked about the pros and cons of each as we went, and we tried to draw out each person’s reaction to different teaching styles.

Going into the session, we (the outside students) were not sure how the session would go. There were only three of us, instead of our normal eight, because most people were at the Dalai Lama’s lecture on campus. We all agreed it was a creative lesson plan, but it was also one that would either flop or fly, and we didn’t know which.

As soon as we brought out the newspaper, however, I knew it would be a success. The first two segments (lecture and discussion) were pretty dry, although some of the youth were already clearly invested in drawing table designs and discussing what would make their tables withstand the most weight. For the last segment, each group got a pile of newspaper and four long pieces of duct-tape, and within minutes, UO students, youth, and the classroom teacher were down on the floor rolling, folding, ripping, and taping.

I heard conversations about bracing, and angles, and material density. Every single person in the room was on their hands and knees, and for almost the entire time, everyone was fully engaged in the activity. I was surprised to see that within twenty minutes, every group had managed to make a table that withstood at least one fat literature textbook and some withstood at least four (I’d guess around 15 pounds).   Even though we ran out of time to have a full conversation about what teaching style worked the best for them, it was clear to all of us that working with materials, experimenting, and moving around caught everyone’s attention.

-Phoebe

Inside-Out UO Alumna

Last term changed my life. I participated in UO’s “Inside-Out” program in which UO students take a class along inmates (also students) in Oregon prisons. My class took place at Oregon State Penitentiary, the only maximum security prison in the state.

I’d never been in a prison before. What I found in my inside and outside classmates was companionship unlike anything I could have expected. Our relationships grew based on genuine openness and discussion, and through a fascinating sociology curriculum. The only problem is, the class ended. I’m on the outside, and half of my friends from class are on the inside, which will never feel right.

Leaving class I felt “helpless and hopeless.” But in the last month I have been able to live more actively and happily despite being hit by occasional sadness thinking about all that’s wrong with our world. Never in my life have I been more grateful and, as cheesy as it sounds, the important things in life are as clear to me as ever!

The following are a few simple but important practices that matter.

Honesty. Seems like a no brainer. But being sincere and open particularly about how I feel, as well as hearing the stories of others has made a big difference in my life. I’m currently taking part in a few discussion groups in order to stay tapped into honest conversation. I’m certainly no professional, and it’s hard. I have to remind myself that talking isn’t always communication.

Being outside. Last week on a run on the coast I was overwhelmed with the memories of the men inside. I tried to capture every glimpse of forest and sea and appreciate it. Since the start of the class, running has been therapy. But we all have our outdoor niche. Lately I’ve realized how wonderful life is when one day you’re trekking through tidepools and the next you’re digging in the garden. Whatever gets me outside, I’ll do it.

Doing work that’s fulfilling. For me, right now, it’s learning and working on the coast at Oregon Institute of Marine Biology and educating myself on food issues and gardening at the Urban Farm. The former simply makes me feel happy and excites me. The latter lets me get my hands dirty, contribute to my community, and challenge current ideologies and practices. As I apply for jobs in the “real world” I look for a combination of these characteristics.

I’m so in love with the people in my life, and the places I get to spend my time.

But still, sometimes I feel so devastated. All I can do is honor my friends inside with every person I hug, hill I run, shovel full I dig, and story I share.

-Shannon R.

Outside Alumna, UO

This little article says what every Inside-Out student knows without seeing statistics: education can change lives, inside and out. As we begin a new term here at the UO, I am reminded of how grateful I am to have the opportunity to attain a university education (especially at a school that has programs like Inside-Out). It’s time to see more movement for education inside our nation’s prisons, too.

http://www.takepart.com/article/2013/03/01/americas-inmates-education-denied-everybody-pays-price#.UTdcXZx4Hjs.email

Before spring break, Colette Peters, the head of Oregon’s Department of Corrections came to the University of Oregon to give a talk focusing on education  (and she also gave an overview of Oregon’s DOC) as part of the recent Prisons, Compassion, and Peace Conference. She said (and I hope I’ve got this right ) that while the recidivism rate is around 30% in Oregon, that number reduces to 14% for inmates with an associate’s degree, 6% for inmates who attain a bachelor’s degree, and 0% for inmates who earn a master’s degree or higher.

While the Inside-Out experience is, and should be, measured qualitatively rather than quantitatively, these numbers still speak volumes about the power of education in general, and of course, the importance of programs such as Inside-Out. These numbers echo what many inside classmates have told me: that education gave them a new lens through which to view the world. This, of course, is true for both inside and outside students and is exactly the reason we need to see more educational opportunities for students on both sides of the prison walls.

-Phoebe

UO Inside-Out Alumna

With finals winding up/down here at the UO, I hope to have some posts about exciting things going on here and across the state in the next few weeks. In the meantime, Inside-Out classes from the UO had their closing ceremonies last week (more on that soon as well), and I thought I’d share the letter I wrote to the class I   TA’d for, an honors college class called “Culture Wars in America”.

Here it is:

“In The Grapes of Wrath John Steinbeck writes of the community formed among migrant people on the road, people with a common dream and circumstance but divergent histories, families, and to varying degrees, cultures. He says: “The night draws down. The baby has a cold. Here, take this blanket. It’s wool. It was my mother’s blanket—take it for the baby. This is the thing to bomb. This is the beginning—from “I” to “we.”

He’s writing of solidarity among people not for personal gain, but for the sake of connection, generosity of spirit, and interaction. “Every night a world created.” In many ways, I think his words speak to our experience in class. Every Monday night, we create a world in which we can share our experiences despite sometimes diverging beliefs. Our time together is enriched rather than limited by our range of cultures, histories, and identities. I have seen everyone in this room enter with a spirit of generosity, willing to listen and consider what other folks have to say. And I have watched everyone take pleasure in simple human interaction—seeking out commonalities rather than fixating on divisions.

As we have explored the topic of culture wars, we have seen the complex interplay between identity, labels, stereotypes, personal experience, and ideas of self, community, region, and nation. Both John Steinbeck and Junot Díaz tell us that culture wars are not easy to navigate, and they don’t offer us worlds of peace, equality, and unity. Instead, both authors expose the rawness of the human experience—the pain along with the joy, the suffering, the division, but also the human capacity for compassion, connection, and hope.

For me, Inside-Out operates in a similar way. This class has exposed the tensions that can divide people. We have spoken about our fiercely-held beliefs and seen some stark divides. Yet, when “the night draws down” this class has been more about what we have in common then what keeps us apart. I feel lucky to have formed bonds of friendship in this class, and to have witnessed similar bonds in formation.

Steinbeck points out that this transition from “I” to “we” is  “the thing to bomb”. And he’s right that it’s powerful. When we remove ideas of “us” and “them” we create a powerful unity. We don’t have to agree on everything, but we respect and recognize the dignity in each other. The community that we’ve created, bridging divides of all sorts and at least one tangible wall, is a powerful testament to the human ability to form friendships and break down limiting stereotypes when we create a space for dialogue and interaction. When we came together face to face, despite bringing along our histories and our cultures and our biases, seeing each other as humans and as friends was remarkably easy.

I have been honored to have met each of you, and to be a part of this community. I will carry our interactions and my memories of our conversations with me, and I hope that each of you will do the same.”

-Phoebe

Inside-Out Alumna, UO

Last week, the UO Prison Justice Working Group; the Cultural Forum; and UO Students for a Sensible Drug Policy put on a two-day film series entitled Smoke Signals: Perspectives on Mass Incarceration. They showed four films, all of which are worth watching if you are interested in learning more about current issues in incarceration, drug policy, and the judicial system.

They are:

• The House I Live In
• Broken on All Sides
• In Prison My Whole Life
• Shakespeare Behind Bars

Earlier in the term, the UO Inside-Out Alumni Group also watched Shakespeare Behind Bars, a documentary film about a theater program inside a penitentiary. If you haven’t already seen this film, it’s a thought-provoking piece and an interesting program to compare and contrast with the Inside-Out model. Well worth a watch for Inside-Out alumni.

If you’re interested in learning more, go to http://www.shakespearebehindbars.com/about%20sbb.html

On another note, the Eugene Opera is premiering the opera version of Sister Helen Prejean’s acclaimed book Dead Man Walking. There are showings of the opera at the Hult Performing Arts Center in Eugene on Friday, March 15 and Sunday, March 17. Get tickets soon if you’re interested in seeing the show: http://www.eugeneopera.com/tickets.html

***The Inside-Out Program encourages continued education for its alumni, but does not endorse any particular political messages. The opinions of individuals interviewed in these films are completely their own.