Drawing on shared reading experiences in Italian women’s prisons, this paper explores how non-formal educational practices foster identity reconstruction, empowerment, and well-being. Through storytelling, self-narration, and wordless books, participants re-signified their life trajectories, transforming imprisonment into a space of reflection, care, and generative possibilities for change.
Zizioli, E., De Rocco, G. (2026). Reading to “Read Oneself” Within Spaces of Confinement. PIMA BULLETIN, 56(aprile 2026), 32-36.
Reading to “Read Oneself” Within Spaces of Confinement
Zizioli, E.;
2026
Abstract
Drawing on shared reading experiences in Italian women’s prisons, this paper explores how non-formal educational practices foster identity reconstruction, empowerment, and well-being. Through storytelling, self-narration, and wordless books, participants re-signified their life trajectories, transforming imprisonment into a space of reflection, care, and generative possibilities for change.
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