The main aim of this essay is to explore prisoner life writing within the specific, richly and multiply dependent context of teaching and learning undergraduate criminology at an English university, from the authorial viewpoint of a teacher and her students as budding criminologists and coauthors. This article seeks to redress a continuing resistance to life history approaches in criminology, despite the discipline being formally devoted to the understanding of the meaning and experience of imprisonment in all its forms and consequences. What follows is a reflection on what students had to say on the fascinating subject of prisoner auto/biography and its place in popular and expert discourses on crime, criminality, and punishment, contextualised within the academic discipline of criminology. Imprisonment has emerged as a crucial theme in contemporary globalised society, whether considered in its practical manifestations as a punitive system for locking up increasing numbers of people, as a potent metaphor for what is widely regarded as the carceral society, or as a noumenal trope for exploring philosophical, political, moral, and/or cultural possibilities of freedom, creativity, self-expression, and transformation through the notion of confinement. 1 Across these diverse, shifting, and interweaving narrative constellations -and more -there is a vast and growing corpus of research literatures on imprisonment and (life) writing and their implications for individuals and societies from a range of historical, philosophical, sociological, cultural, legal-judicial, and/or other perspectives. A comprehensive review of the literature on prisoner life writing, an important
An attempt was made to replicate an American study in Australia. In the Australian study, the Edwards Personal Preference Schedule was administered to 203 students who were later digerentiated as 30 male and 72 female Australian study, the Edwards Personal Preference Schedule was adminisachievement was related to needs for achievement and persistence, whereas nonachievement was associated with needs for affiliation, nurturance, and change. For males, achievement was related to deference, whereas nonachievement was associated with heterosexual needs. In general, successful students were characterized by needs for order and endurance; unsuccessful students by needs for change, heterosexuality, and aggression. The Australian results conformed to those of the replicated American study in that there were marked sex differences in the characteristics related to academic achievement, though more specific cross-cultural correspondence occurred only in relation to the results for female freshmen.
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