Authors: Brenda Payan Medina
Mentors: Andy Eisen
Insitution: University of Utah
Between the years of 1988 and 2016, there has been a staggering figure of individuals, in the hundreds of thousands, that have been incarcerated in what has been recognized as a mass incarceration phenomenon intended to make our nation safer using a “tough-on-crime” approach. As of 2020, the number of people incarcerated is slated to be around two million, and the prison population continues to grow. Along with this stunning growth in our carceral systems has also come the realization that without investment into incarcerated individuals, prison systems will continue to grow without serving any meaningful purpose to both incarcerated people and their communities once incarcerated individuals have served their terms. As a result, educational programming has been implemented in multiple prisons across the country, and following suit is the implementation of visual, theater, and writing-based arts programs. While the original intention of many arts education programs in carceral environments is to serve as a form of rehabilitation, therapy, and assimilation back into society for those that are incarcerated, many incarcerated or formerly-incarcerated artists perceive the arts opportunities offered to be much more valuable and fulfilling than a means of emotional regulation and personal growth; some see it as a way of connection or re-connection with their families, friends, and communities, others see it as a potential career path and redirection of the trajectory of their lives, and some see it as a reclamation of their identities and voices beyond their criminal history.