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June 14, 2026The Journal of Higher EducationOpen Access

Unlocking Narratives: Narrative Identity Theory and the Transformative Potential of College-In-Prison

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Authors

PCPatrick Filipe ConwayMBMichael BrawnerCMCarlos Maldonado

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Overview

Collaborative study reveals how education in prison fosters identity development and transformative learning, suggesting policy implications.

Key Points

  • The study aims to explore how college-in-prison programs influence identity development among incarcerated students through narrative identity theory.
  • Collaborative, dialogical study coauthored with three incarcerated students
  • Data generated through semi-structured dialogical sessions and reflective writing
  • Emphasis on reflexivity and co-construction of knowledge
  • Disruption of negative self-narratives through reflection and achievement opportunities
  • Cultivation of agency and connection among students counteracting dehumanizing incarceration structures
  • Negotiation with broader cultural narratives, highlighting both liberatory potential and constraints of college-in-prison programs

Cite This Study

Conway et al. (2026) studied this question.

synapsesocial.com/papers/6a2e472bb1cc60ccdea8bb21https://doi.org/10.1080/00221546.2026.2677432
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