Amid Suspicion, Cynicism, and Repugnance: Teachers’ Experiences of Building Trust with Incarcerated Students
DOI:
https://doi.org/10.7577/pp.6424Keywords:
professionalism, professional responsibility, teacher-student relationship, trust, prison education, correctional educationAbstract
This article explores how teachers understand the teacher-student relationship and how they establish trust with their incarcerated students. Interviews with 14 teachers working in Sweden have been analyzed using qualitative content analysis and concepts of professionalism. The findings show that establishing relationships and trust is crucial for succeeding in their professional mission and for exercising professional discretion. It can be challenging, however, as students have been convicted of crimes or can display manipulative behavior. Teachers, therefore, need to find ways to handle feelings such as suspicion, cynicism, and repugnance without damaging their students’ trust in their moral commitment and competence to serve the students’ best interests. The article contributes new knowledge about how teachers navigate institutional, moral, and emotional demands to create relationships that are both conducive to learning and aligned with security considerations, illuminating what it can mean to act professionally as a teacher in correctional settings.
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