This paper describes three different service-learning approaches the authors utilized in graduate art education students and incarcerated residents at a municipal jail facility. By situating our experiences within feminist theory, we analyze and unpack the strengths and weaknesses of each approach. Through an analysis of teacher and student journal entries we came to see that our level of responsiveness to residents needed to increase as compared to our considerations of the university students. We came to see the significant knowledge that the residents hold about excellence in teaching and created an opportunity for the university students and ourselves to learn from the residents. We also identified three areas, breaking stereotypes, awareness of privilege, and showing empathy, that created change in the university students. We believe that service-learning in pre-service teacher preparation programs allows university students to learn from and with residents, thus helping to create more empathetic future teachers.

中文翻译：

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服务学习，艺术和监禁

本文介绍了三种不同的服务学习方法，这些方法是作者在美术教育研究生和市政监狱中的被监禁居民中使用的。通过将我们的经验放在女权主义理论中，我们分析并揭示了每种方法的优点和缺点。通过对教师和学生日记条目的分析，我们发现与大学生的考虑相比，我们对居民的反应水平需要提高。我们看到居民拥有关于卓越教学的重要知识，并为大学生和我们自己向居民学习提供了机会。我们还确定了三个方面，打破了陈规定型观念，对特权的认识和表现出同理心，这在大学生中产生了变化。