This phenomenological case study describes how a Post-Correctional Education Intervention (PCEI) was developed for a local community-based organization that had recently constructed a transition house for formerly incarcerated adults who converted to Islam while incarcerated. The PCEI was an eight-week course curriculum with 60 hours of direct instruction that included social justice, health and wellness and critical thinking teaching modules and affective teaching and learning methodologies. This research contains experiential data used to assess how a PCEI affected the identity and self-concept of the participants of a reentry program designed to create an atmosphere of empowerment.
","abstract_html":"<p>This phenomenological case study describes how a Post-Correctional Education Intervention (PCEI) was developed for a local community-based organization that had recently constructed a transition house for formerly incarcerated adults who converted to Islam while incarcerated. The PCEI was an eight-week course curriculum with 60 hours of direct instruction that included social justice, health and wellness and critical thinking teaching modules and affective teaching and learning methodologies. This research contains experiential data used to assess how a PCEI affected the identity and self-concept of the participants of a reentry program designed to create an atmosphere of empowerment.</p>","abstract_has_math":false,"creators":["West, Rolanda Jean"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:54:59Z","subjects":["Alternative Education","Critical Pedagogy","Critical Race Theory","Empowerment","Reentry Education","Social Identity","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/41","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["West, Rolanda Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:07:11Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Alternative Education","Critical Pedagogy","Critical Race Theory","Empowerment","Reentry Education","Social Identity","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/41"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This phenomenological case study describes how a Post-Correctional Education Intervention (PCEI) was developed for a local community-based organization that had recently constructed a transition house for formerly incarcerated adults who converted to Islam while incarcerated. The PCEI was an eight-week course curriculum with 60 hours of direct instruction that included social justice, health and wellness and critical thinking teaching modules and affective teaching and learning methodologies. This research contains experiential data used to assess how a PCEI affected the identity and self-concept of the participants of a reentry program designed to create an atmosphere of empowerment.
"]},{"key":"dc:title","label":"Title","values":["Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males"]}]}],"canonical_facts":{"dc:creator":["West, Rolanda Jean"],"dc:date.available":["2016-03-31T17:07:11Z"],"dc:description.abstract":["This phenomenological case study describes how a Post-Correctional Education Intervention (PCEI) was developed for a local community-based organization that had recently constructed a transition house for formerly incarcerated adults who converted to Islam while incarcerated. The PCEI was an eight-week course curriculum with 60 hours of direct instruction that included social justice, health and wellness and critical thinking teaching modules and affective teaching and learning methodologies. This research contains experiential data used to assess how a PCEI affected the identity and self-concept of the participants of a reentry program designed to create an atmosphere of empowerment.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/41"],"dc:subject":["Alternative Education","Critical Pedagogy","Critical Race Theory","Empowerment","Reentry Education","Social Identity","Curriculum and Instruction"],"dc:title":["Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males"],"thesis:degree_discipline":["School of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:54:59Z"}