Re-writing punishment? Songs and narrative problem-solving

  • Phil Crockett Thomas
  • , Fergus McNeill (Lead / Corresponding author)
  • , Lucy Cathcart Frödén
  • , Jo Collinson Scott
  • , Oliver Escobar
  • , Alison Urie

Research output: Contribution to journalArticlepeer-review

1 Downloads (Pure)

Abstract

This article analyses findings from the Economic and Social Research Council/Arts and Humanities Research Council (ESRC/AHRC)-funded ‘Distant Voices – Coming Home’ project (ES/POO2536/1), which uses creative methods to explore crime, punishment and reintegration. Focusing on songs co-written in Scottish prisons, we argue that the songs serve to complicate and substantiate our grasp of what state punishment does to people, as well as perhaps affording their prison-based co-writers both moments and modalities of resistance to dominant narratives within criminal justice. In doing so, they creatively express and explore affective and perhaps even unconscious aspects of the self. We argue that our work contributes to a more expansive and considered treatment of narrative in criminology; one that admits and engages with a more diverse and creative range of expressions of experience and selfhood, all of them partial and some of them contradictory. By attending to diverse kinds of narratives embodied in these songs, we learn more about what criminalisation, penalisation and incarceration do to people and to their stories.
Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalIncarceration
Volume2
Issue number1
Early online date16 Mar 2021
DOIs
Publication statusPublished - Mar 2021

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

  1. SDG 16 - Peace, Justice and Strong Institutions
    SDG 16 Peace, Justice and Strong Institutions

Keywords

  • Punishment
  • imprisonment
  • reintegration
  • creative methods
  • songwriting
  • narrative
  • narrative criminology

Fingerprint

Dive into the research topics of 'Re-writing punishment? Songs and narrative problem-solving'. Together they form a unique fingerprint.

Cite this