In a groundbreaking initiative merging education and art, the Southwestern College (SWC) Restorative Justice program’s 15 students and professor were featured in an exhibit showcasing their transformative experiences within the prison system.
Jarlene Clark, a trans-woman who found solace in self-expression during her time behind bars, shares her emotional journey through her art piece, shedding light on the complexities of life in prison. “My experience while doing the art exhibit was one of reflection,” Clark expresses. “I took myself on a journey, with many emotions making themselves known to me. These emotions ranged from sorrow to laughter. The piece was about my life in prison as a trans-woman. I felt so privileged to be asked to participate.”
Zac Harmon, another student involved in the project, echoes Clark’s sentiments, emphasizing the significance of the opportunity provided by Professor Araceli Mangione’s initiative. “When Professor Mangione told my class that we could contribute art to an exhibit that people ‘outside the wire’ would have access to, I jumped at the opportunity,” Harmon remarks. “It is a prosocial community-building venture, and I am proud to be a part of it. My gratitude for being included cannot be expressed in words.”
Professor Mangione, the driving force behind this innovative approach, emphasizes the dual impact of restorative justice in both educational and artistic contexts. “The Restorative Justice program is about expanding education opportunities to incarcerated individuals,” Mangione explains. “Creating a ‘college’ experience inside the prison, where students attend class with real college instructors and are given the chance to build community with their peers and educators, elevates their status once released and increases their chances of a positive future.”
Mangione further elaborates on the symbiotic relationship between restorative justice, education, and art. “Restorative justice is about accountability and progress,” she emphasizes. “Providing an academic platform for students who are incarcerated to build off of increases their chances of succeeding as individuals and community members. The same can be said for art, as students become acquainted with more contemporary forms of expression, delving into social, political, and racial injustices.”
Moreover, Mangione emphasizes the role of restorative justice practices in promoting inclusivity and healing within carceral and academic settings. “Students need to be able to visualize themselves as productive members of the community,” she asserts. “Programs like this encourage socializing, respect, confidence-building, and provide topics to share with family members or visitors. Being ‘in college’ signifies a positive step forward, especially for those who are among the first in their families to pursue higher education.”
In applying restorative justice practices practically, both in teaching and curating exhibitions, Mangione emphasizes a student-centered approach. “I see each of my students as learners who want to improve their knowledge,” she affirms, highlighting the importance of fostering a supportive learning environment conducive to growth and self-discovery.
Through the convergence of education and art within the framework of restorative justice, this initiative not only offers a platform for personal expression but also serves as a catalyst for societal change, challenging perceptions and fostering empathy and understanding across diverse communities.
