DOI: 10.4324/9781003123453-7 University education can only be truly transformative when it respects the problems that learners bring into the classroom. Educators who work with marginalized, traumatized, and non-traditional communities have the responsibility of translating general education into skills that address real-world problems. A transformative university education in prisons, for example, must center the everyday problems of incarceration as a source of knowledge creation. This chapter describes how a general education curriculum based around the work of Michel Foucault’s Discipline and Punish (1975) can address the everyday problems of incarcerated learners. Through a process of “getting to Foucault,” I describe my classroom goal of teaching incarcerated learners to see the anthropological problem of a prison. The chapter frst discusses how the problem-posing education outlined by Paulo Freire’s Pedagogy of the Oppressed can be used as a model to help incarcerated learners. The chapter then describes the design of student self-refections housed across eight prisons and enrolled in an online “Introduction to Anthropology” course for the Milwaukee Area Technical College. The fnal section of this chapter offers examples of how incarcerated learners relate Foucault’s de- scription of the carceral state to their everyday lives. I fnd that the writ- ing of incarcerated learners can illuminate how we communicate scholarly knowledge to introductory learners. The below case study and analysis can also be useful in understanding the effects of applied anthropological edu- cation on a highly marginalized physical, legal, and social space. Developing a Critical Pedagogy in Prisons In basic terms, general education courses must prepare students for success in future university coursework. Part of this preparation includes present- ing introductory learners to some of the great works from a given feld. Alongside Karl Marx, Pierre Bourdieu, and Clifford Geertz, Freire and Foucault are two of the 25 most cited theorists of the last 100 years (Green 2016) and their work can be essential in preparing new students for the critical scholarly conversations cultivated through a university education. 6 From Freire to Foucault Designing a Critical Prison Pedagogy Jason Bartholomew Scott