Unveiling the Untold Stories: The K-12 School Experiences of Incarcerated People in Newfoundland and Labrador

In a compelling presentation at the 2020 National Restorative Justice Symposium, Danielle McGettigan, an experienced high school educator and advocate from St. John’s, Newfoundland, Canada, shared her groundbreaking research on “The K-12 School Experiences of Incarcerated People in Newfoundland and Labrador.” With a focus on shedding light on the stories of a population seldom heard from, McGettigan’s session aimed to encourage discussion among educators and stakeholders while emphasizing the value and wisdom found within these narratives.

Drawing upon her extensive experience working directly with young people both inside and outside of the school and justice systems, McGettigan firmly believes that relationships lie at the core of effective teaching practices. She emphasizes self-awareness, authenticity, and empathy as crucial elements that drive accountability. Her passion for understanding how incarcerated individuals navigate their educational journeys led her to embark on this phenomenological multiple case study framework for her M.Ed (Leadership) thesis under Dr. Dorothy Vaandering’s supervision at Memorial University of Newfoundland.

McGettigan’s research seeks to give voice to incarcerated individuals by exploring their experiences within the K-12 education system. By delving into their stories through interviews and personal accounts, she aims to provide others with an opportunity to recognize their value while gaining valuable insights into improving educational practices.

Through this presentation at the symposium, McGettigan hopes to spark meaningful dialogue among educators and stakeholders about how they can listen attentively to these participants’ stories in order to inform their own practice effectively. By amplifying marginalized voices often overlooked by society due to incarceration or other circumstances surrounding them during their formative years in schools across Newfoundland and Labrador, she aims not only for greater inclusivity but also for transformative change within educational settings.

As news spreads about Danielle McGettigan’s research and presentation, educators and stakeholders alike are becoming increasingly aware of the significance of these untold stories. The power lies in recognizing that every individual has a unique narrative to share, regardless of their past or current circumstances. By embracing restorative justice principles and actively seeking out these narratives, educational institutions can take substantial steps towards creating more inclusive environments that prioritize empathy, understanding, and growth.

In conclusion, Danielle McGettigan’s groundbreaking research on “The K-12 School Experiences of Incarcerated People in Newfoundland and Labrador” serves as a catalyst for change within the education system. Her dedication to amplifying marginalized voices through her phenomenological multiple case study framework sheds light on an often overlooked population while encouraging educators and stakeholders to reflect on their own practices critically. By valuing the wisdom found within these stories, we can foster transformative change that leads to more empathetic and inclusive educational environments for all individuals involved.