The recent fourth annual symposium on restorative justice and higher education at Tufts University’s Tisch College celebrated the achievements and experiences of formerly incarcerated students, graduates, and Tufts undergraduates participating in prison education programs. By exploring the transformative power of higher education in the context of incarceration, the event highlighted profound personal and societal impacts, emphasizing the role of education in fostering change and growth among participants and extending beyond prison walls.
Celebrating TUPIT Program
Among the symposium’s highlights was the Tufts University Prison Initiative of Tisch College (TUPIT) program. This initiative extends educational opportunities to incarcerated and formerly incarcerated individuals, greatly involving Tufts undergraduate students as teaching and program assistants through the Tufts Education Reentry Network (MyTERN). The essence of the symposium was underscoring the success stories and the groundbreaking changes experienced by both incarcerated students and undergraduates engaged in this program. These narratives illustrated the tangible benefits of education in transforming lives.
The symposium shed light on how TUPIT serves as a bridge for formerly incarcerated individuals to reenter society equipped with valuable knowledge, self-awareness, and a renewed sense of purpose. The role of Tufts undergraduates in this journey cannot be overstated—they work closely with incarcerated students, providing not only academic support but emotional and social mentoring that fosters a strong, supportive community. These interactions encourage mutual learning and lead to profound insights and personal growth for all involved. The transformative aspect of TUPIT’s educational approach became evident through the various emotional and intellectual narratives shared during the event.
Impactful Statistics and Transformative Learning
David Delvalle, the education and reentry director of TUPIT, presented compelling statistics that underscored the program’s substantial impact. According to his survey, a striking 91% of students affirmed that TUPIT significantly elevated the quality of learning, instruction, and discussion within educational settings. Additionally, an impressive 97% of participants acknowledged the program’s vital role in fostering civic engagement and promoting social change. Delvalle emphasized the importance of cultivating a community of changemakers dedicated to collective action and social justice.
These statistics reflected the transformative power of education in the lives of incarcerated individuals, as well as their potential to become active, empowered citizens. At the heart of TUPIT’s success is its focus on teaching principles of collective action and social justice, enabling participants to not only broaden their intellectual horizons but also develop skills essential for civic participation. Delvalle expressed immense gratitude for the program’s community, which consistently advocates for and practices principles of collective action, demonstrating TUPIT’s profound commitments to human transformation and societal betterment.
Political Support and Personal Growth
State Representative Erika Uyterhoeven introduced a political dimension to the symposium, highlighting recent legislative efforts aimed at restoring voting rights for incarcerated individuals. Her presence underscored the broader advocacy goals linked to the symposium’s themes of justice and civic engagement. Uyterhoeven’s discussion reflected a growing movement toward recognizing the political rights of incarcerated people, aligning with the restorative justice principles emphasized during the symposium.
Personal narratives from Tufts undergraduates and MyTERN students provided powerful illustrations of personal growth facilitated by the TUPIT program. Sophomore Tziavi Melendez from the Duck Valley Community Reservation eloquently shared how her involvement in TUPIT helped her embrace and speak about her identity within the Shoshone-Paiute tribe. The program’s diverse readings resonated deeply with Melendez, demonstrating how TUPIT’s educational content applies not only to incarcerated students but also to undergraduates with varied backgrounds and experiences.
Similarly, senior Toluwani Oso from Nigeria discussed how participation in TUPIT created a safe space where she could ask questions and find common ground with fellow participants. She appreciated the authenticity and practice of principles advocated by the program, noting how these interactions fostered mutual understanding and personal growth. These narratives highlighted the program’s role in enabling students to engage in meaningful dialogue and embrace their identities, fostering a sense of belonging and community.
Transformation through Education
Formerly incarcerated students shared their transformative experiences through education during the symposium. Luis Bizzarro, a MyTERN student, spoke about how education broadened his perspective beyond prison walls, allowing him to experience a sense of belonging in spaces previously unknown to him. Bizzarro’s journey illustrated the power of education in facilitating self-discovery and social integration, demonstrating how learning can transcend physical confines and foster new identities and aspirations.
Juan Pagan, another TUPIT graduate, shared his initial reluctance to fully engage with the program but later acknowledged its substantial impact on his life. Pagan, who earned his degree from Tufts while incarcerated, is now contemplating law school—a testament to the profound potential for transformation through education. Pagan’s narrative underscored the possibility of redirecting one’s life path through commitment to learning and personal development.
John Sanchez, among the first TUPIT graduates from MCI-Concord, highlighted the comprehensive benefits of the program, including emotional maturity and intelligence. He noted that the lessons learned through TUPIT extend beyond academic achievements, encompassing personal growth that prepares individuals for successful reintegration into society. Sanchez’s experience emphasized the importance of educational initiatives in developing well-rounded individuals ready to contribute positively to their communities.
Faculty and Student Reflections
Faculty members, too, reflected on the transformative nature of the TUPIT program. Kimberly Dong, an associate professor at Tufts University School of Medicine who teaches human nutrition in the program, echoed the sentiment of transformation from the faculty perspective. Dong emphasized the dedication and eagerness exhibited by incarcerated students to learn, indicating how their commitment to education profoundly impacted her teaching experience. She found educating these students deeply rewarding, highlighting the reciprocal nature of the transformative journey.
Tufts senior Louise Bond provided insights from a student’s perspective, accentuating the importance of humanizing incarcerated individuals through education. Bond explained how direct exposure to the prison system provided by TUPIT fosters a critical understanding of justice system realities, challenging societal perceptions and advocating for systemic change. Her narrative underscores how the program encourages students to engage with and rethink existing structures, promoting empathy and deeper engagement with social justice issues.
Post-Release Success and Community Building
The fourth annual symposium on restorative justice and higher education, held at Tufts University’s Tisch College, honored the accomplishments and journeys of formerly incarcerated students, graduates, and Tufts undergraduates engaged in prison education initiatives. The event delved into how higher education can be transformative in the context of incarceration, spotlighting significant personal and societal impacts. By focusing on the educational achievements of individuals who have experienced incarceration, the symposium underscored the role of learning in promoting change and growth. It celebrated how education extends its influence beyond prison walls, impacting communities and society at large. Such programs illustrate the importance of access to education in providing new opportunities and fostering personal development. The discussions highlighted how educational programs in prisons can reshape lives, contribute to reducing recidivism, and support broader social reintegration, ultimately benefiting everyone involved.
