In this paper we argue that education--particularly higher education (HE)--has the potential to offer socially, economically and culturally transformative learning opportunities. Yet, for prisoners, the opportunity to engage in HE as active social citizens are often limited. Using a Freirean model of democratic, pedagogic participatory dialogue, we designed a distinctive prison-university partnership in which prison-based learners and undergraduate students studied together. The parallel small-scale ethnographic study, reported here, explored how stereotypes and "othering"--which compromise social citizenship--could be challenged through dialogue and debate. Evidence from this study revealed a positive change in "de-othering" attitudes of participants was achieved. Furthermore, participants reported growth in their sense of empowerment, agency, and autonomy--the cornerstones of social citizenship. Findings from this study contribute further evidence to the developing body of knowledge on the value of partnerships and dialogue in prison education. We conclude that policy makers, and respective institutions, need to work harder to establish prison-university partnerships, thus providing the space for dialogue--"real talk"--to take place.