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Articles 1 - 23 of 23
Full-Text Articles in Education
Understanding The Challenges Of Perspective Transformation In Prison: Biographical Narratives Of Foreign National Students Of A Second Chance School In Greece, Antigoni K. Efstratoglou, George A. Koulaouzides
Understanding The Challenges Of Perspective Transformation In Prison: Biographical Narratives Of Foreign National Students Of A Second Chance School In Greece, Antigoni K. Efstratoglou, George A. Koulaouzides
Journal of Prison Education Research
Education has borne the burden of prisoners’ reform since the early days of modern prison. Several studies attest to its transformative potential, taking a short-term perspective. Rarely the experience of being a student, while incarcerated, is examined in the context of the wider biography. This paper uses perspective transformation theory as a point of departure to study how imprisonment influences adult learning. Building on biographical narratives of ten foreign national students of a Second Chance School at the largest Greek remand establishment, and participant observation of relevant class discussions, we argue that imprisonment impedes perspective transformation, strengthening structural inequalities and …
The Changing Nature Of Education In Youth Justice Centres In New South Wales (Australia), Laura Metcalfe, Cathy Little Dr, Garner Clancey Dr, David Evans Dr
The Changing Nature Of Education In Youth Justice Centres In New South Wales (Australia), Laura Metcalfe, Cathy Little Dr, Garner Clancey Dr, David Evans Dr
Journal of Prison Education Research
Education is an important protective factor in preventing involvement in crime. For those young people that enter the youth justice system, and especially youth justice centres, education is a critical, but infrequently explored part of their time in custody following generally disrupted schooling experiences. There are currently six youth justice centres in New South Wales, Australia. Each of these centres have an Education and Training Unit which are schools funded by and staffed with Department of Education personnel. There is evidence that young people accessing these schools regard them very positively. However, this article, drawing on publicly available information, raises …
"In Some Ways They’Re The People Who Need It The Most": Mobilizing Queer Joy With Sex Ed Teachers In New Brunswick, Canada, Casey Burkholder, Melissa Keehn
"In Some Ways They’Re The People Who Need It The Most": Mobilizing Queer Joy With Sex Ed Teachers In New Brunswick, Canada, Casey Burkholder, Melissa Keehn
Journal of Queer and Trans Studies in Education
Teaching about sexuality can be messy. What does it mean to incite queer joy as an educational language in sex education? In this article, we explore how queer joy can be used by teachers as a language to confront this messy work of sex education and teach in more pleasurable, joyful, and inclusive ways. In our analysis, we draw upon the conversations and visual data we created alongside 43 teacher-participants from New Brunswick, Canada in a series of participatory media-making workshops and describe how queer joy informs the artful praxis that transpired in these spaces. In these workshops, we observed …
Graying Incarcerated Persons And Education Programs In Nigerian Correctional Centre, Ijeoma B. Uche Phd, Agnes E. Okafor Phd, Okala A. Uche Phd *Corresponding Author
Graying Incarcerated Persons And Education Programs In Nigerian Correctional Centre, Ijeoma B. Uche Phd, Agnes E. Okafor Phd, Okala A. Uche Phd *Corresponding Author
Journal of Prison Education Research
Correctional education programs are rehabilitation programs designed for incarcerated persons in Nigerian correctional institutions. However, getting the graying incarcerated persons to participate in education programs becomes quite challenging. This study investigates graying incarcerated persons and education programs in one correctional centre. Data were collected qualitatively from fifteen (15) incarcerated individuals aged 60 years and above using semi-structured interviews. Thematic analysis was employed in analyzing the data generated for the study. Findings show that there are no available education programs for graying incarcerated individuals. The study also revealed that designing education programs in such a way that it will accommodate the …
Prisons And Universities: Co-Creating Curricula For Prison-University Partnerships., Michela Scalpello
Prisons And Universities: Co-Creating Curricula For Prison-University Partnerships., Michela Scalpello
Journal of Prison Education Research
This paper illustrates the approach of co-creating education where co-creation was an important aspect of the curriculum design. It makes a case for prison-university partnerships through two pedagogical case studies – one within a prison setting with a focus on soft skills acquisition and another in a Higher Education setting focusing on international criminal justice. Originating from the observations and reflections of an educator which led to a participatory action research opportunity, it asserts that actively teaching and learning together increases effective learning through better understanding and motivation, as well as giving access to the right to education regardless of …
Understanding Incarcerated Education: A Review Of The Digital And Gender Inequality Impacts Of Accessibility And Inclusivity Of Higher Education For Incarcerated Students, Bianca R. Parry Phd
Understanding Incarcerated Education: A Review Of The Digital And Gender Inequality Impacts Of Accessibility And Inclusivity Of Higher Education For Incarcerated Students, Bianca R. Parry Phd
Journal of Prison Education Research
Education in the correctional environment is endorsed as an effective rehabilitative tool linked to reducing recidivism and improving reintegration. Unfortunately, while researchers from the Global North are particularly active on the subject of the accessibility of digital education in corrections, the same cannot be said for the Global South. Of further concern is that few of the studies conducted have focused specifically on incarcerated women’s access to education. As discussed in the literature review to follow, research regarding higher education in corrections has the potential for expanding academics, stakeholders, and policy makers understanding of incarcerated students’ pathways towards education attainment. …
No Cell For The Soul: Prison, Philosophy And Bernard Stiegler - A Short Appreciation, Rod Earle
No Cell For The Soul: Prison, Philosophy And Bernard Stiegler - A Short Appreciation, Rod Earle
Journal of Prison Education and Reentry (2014-2023)
Bernard Stiegler was a French philosopher who served 5 years in prison for a series of bank robberies committed in his youth. He died in August 2020, aged just 68, a professor celebrated in the highest ranks of continental philosophy. Stiegler subsequently published over 30 books, at the core of which is the series tellingly gathered under the title ‘Time and Technics’. His essay, ‘How I became a philosopher’, convinced me he, and it, should be on every prison philosophy course. In this article I outline why, as a convict criminologist, I feel an affinity with Stiegler’s project.
Rethinking Social Reintegration And Prison: A Critical Analysis Of An Educational Proposal For An Alternative Model In Brazil, Sergio Grossi
Rethinking Social Reintegration And Prison: A Critical Analysis Of An Educational Proposal For An Alternative Model In Brazil, Sergio Grossi
Journal of Prison Education and Reentry (2014-2023)
The call for social reintegration of prisoners, in many cases, does not work or has been abandoned, leaving the question of inclusivity regarding the imprisoned an open challenge in contemporary societies. My study provides a critical analysis of a model defined as an educational system of social reintegration, which aspires to be an alternative to imprisonment in Brazil and worldwide by proposing a reduction in the recidivism rate at a lower cost. I discuss the possibilities of social reintegration and the educational conceptions and practices that can emerge from it, though a document analysis and ethnography of two model units. …
Bridging A Gap Of Understanding: A Model Of Experiential Learning For Incarcerated Students And Non-Incarcerated Undergraduates, Dale Brown, Zoann K. Snyder
Bridging A Gap Of Understanding: A Model Of Experiential Learning For Incarcerated Students And Non-Incarcerated Undergraduates, Dale Brown, Zoann K. Snyder
Journal of Prison Education and Reentry (2014-2023)
Service learning has evolved as a primary experience-based curriculum for undergraduate students. But much of what universities put forward as service learning is not a genuine engagement with community partners to help advance meaningful social change to address social problems. In this paper, we outline our preliminary attempt to do just that—what we call The Bridge Model. The discussion that follows occurs in the context of a semester-long project between undergraduate students at a Midwestern University (MU) and incarcerated participants from the university’s prison education program. First, we briefly situate the partnership in terms of its theoretical background in experiential …
What Is Philosophy In Prison? George Eliot And The Search For Moral Insight, Alison Liebling
What Is Philosophy In Prison? George Eliot And The Search For Moral Insight, Alison Liebling
Journal of Prison Education and Reentry (2014-2023)
I argue in this article that people in prison make excellent philosophers, for reasons related to what they are deprived of. I also suggest that great novels constitute, or at the very least, introduce us to, philosophy. Some of the deepest questions about human life can be addressed by fusing philosophical thinking with empirical research in prisons. Prisoners talk with depth and insight about what it is to feel human, what matters most in human experience, and the importance of the ‘vibrations of fellow feeling’.
Understanding Aspiration And Education Towards Desistance From Offending: The Role Of Higher Education In Wales, Mark Jones, Debbie Jones
Understanding Aspiration And Education Towards Desistance From Offending: The Role Of Higher Education In Wales, Mark Jones, Debbie Jones
Journal of Prison Education and Reentry (2014-2023)
There has been a growing recognition of the value of education in facilitating desistance from offending. Yet, despite a determined push to “widen access” universities continue to be an unwelcoming place for those with a criminal record. To better understand the role of higher education in raising aspiration towards desistance, this paper draws on findings from a study in Swansea, Wales. Adopting a Pictorial Narrative approach the findings suggest that, whilst the participants identified potential benefits of attaining a higher education, those aspirations were outweighed by a distrust of the “institution” and a fear that the stigmatisation experienced through the …
An Ecological Approach To Improving Reentry Programs For Justice-Involved African American Men, Precious Skinner-Osei, Peter Claudius Osei
An Ecological Approach To Improving Reentry Programs For Justice-Involved African American Men, Precious Skinner-Osei, Peter Claudius Osei
Journal of Prison Education and Reentry (2014-2023)
This article is a re-analysis of a previous study (please see https://doi.org/10.1080/10911359.2017.1402724). Considering the previous findings, in addition to the recent discussions around criminal justice reform, race, policing, and mental health in the United States, the data were reanalyzed using an updated version of QSR NVivo. The new findings revealed that reintegrating justice-involved African American men back into society requires reentry programs to utilize a different approach. Reentry programs must be constructed under the notion that the process involves multiple interrelated components that interact with larger systems outside the individual or organization's immediate control or organization advocating for them. …
Stickiness As Methodological Condition, Cala Coats
Stickiness As Methodological Condition, Cala Coats
Journal of Social Theory in Art Education
Stickiness is introduced as a cultural concept, affective condition, and performative practice. The author suggests a process of methodological conditioning rooted in responsiveness and attunement in response to shared vulnerability embedded in precarity. Drawing from Felix Guattari’s ethico-aesthetic paradigm, new materialisms, and affect theory, the author invites readers to engage with a narrative score as an aesthetic pedagogical exercise. The score and additional provocations act as creative material for connective and collective performances tracing and creating encounters across time and space.
“You’Re Almost In This Place That Doesn’T Exist”: The Impact Of College In Prison As Understood By Formerly Incarcerated Students From The Northeastern United States, Hilary Binda, Jill D. Weinberg, Nora Maetzener, Carolyn Rubin
“You’Re Almost In This Place That Doesn’T Exist”: The Impact Of College In Prison As Understood By Formerly Incarcerated Students From The Northeastern United States, Hilary Binda, Jill D. Weinberg, Nora Maetzener, Carolyn Rubin
Journal of Prison Education and Reentry (2014-2023)
This qualitative study examines the immediate and lasting impact of liberal arts higher education in prison from the perspective of former college-in-prison students from the Northeastern United States. Findings obtained through semi-structured interviews with formerly incarcerated people are presented in the following three areas: self-confidence and agency, interpersonal relationships, and capacity for civic leadership. This study further examines former students’ reflections on the relationship between education and human transformation and begins to benchmark college programming with attention to the potential for such transformation. The authors identify four characteristics critical to a program’s success: academic rigor, the professor's respect for students, …
Turning Gender Inside-Out: Delivering Higher Education In Women’S Carceral Spaces, Giulia Federica Zampini, Linnéa Anna Margareta Österman, Camille May Stengel, Morwenna Bennallick
Turning Gender Inside-Out: Delivering Higher Education In Women’S Carceral Spaces, Giulia Federica Zampini, Linnéa Anna Margareta Österman, Camille May Stengel, Morwenna Bennallick
Journal of Prison Education and Reentry (2014-2023)
This article is a critical reflection of the role of gender in the delivery of a higher education course based on the Inside-Out Prison Exchange Programme. Related concepts such as hegemonic masculinity, heteronormativity, and intersectionality are discussed within the prison education setting. This reflection primarily draws on critical incidents from the experiences of the first three authors facilitating a higher education course in a women’s prison in England. One major reflection is that learning in a group of ‘inside’ and ‘outside’ students, all self-identified women, who vary along the dimensions of age, class, ethnicity, nationality and sexual expression, presented unique …
“It’S About Whose Voices Matter”: Reflections On Insider/Outsider Status In Prison Classrooms, Rachel Rose Tynan
“It’S About Whose Voices Matter”: Reflections On Insider/Outsider Status In Prison Classrooms, Rachel Rose Tynan
Journal of Prison Education and Reentry (2014-2023)
Based on the author’s experience of teaching on a higher education project in two English prisons - one for men aged 18-30 and one for women aged over 21 - the article considers how critical reflection on prison norms encourages authenticity and respect in the classroom. These elements provide a foundation for students to negotiate conflicting subject positions and meanings and build critical thinking skills. Both prisons and universities are risk averse and bound by structured approaches to risk and authority that may impact the development of such relationships. The author reflects on how conflicts and collaboration in both classrooms …
The Unity Mural: Bridging Communities Through Artmaking, Margaret A. Walker
The Unity Mural: Bridging Communities Through Artmaking, Margaret A. Walker
International Journal of Lifelong Learning in Art Education
A visual essay of a community based art education mural between two universities and a local community, following a tragic hate crime.
Older Artists And Acknowledging Ageism, Liz Langdon
Older Artists And Acknowledging Ageism, Liz Langdon
International Journal of Lifelong Learning in Art Education
Intergenerational (IG) learning has the potential to reinforce ageist ideas, through the culturally produced binary of old and young which often describes IG learning. This research with older artists revealed implicit age bias associated with a modernist tradition in art education which minimized the value of art production viewed as feminine. Language associated with ageism shares the descriptors of the feminine and seep into our perceptions. Cooperative action research with multi-age participants facilitated personal growth and through critical reflection, implicit ageism revealed in the researcher’s prior perspective is revealed.
Leaf-Ing A Legacy, Susan R. Whiteland
Leaf-Ing A Legacy, Susan R. Whiteland
International Journal of Lifelong Learning in Art Education
Leaf-ing a Legacy is the story of a university art education class that joined with an elementary classroom and residents in a long term health/rehabilitative center through a service-learning project that utilized digital technology and art making in a problem-based learning format to explore the concept of legacy. Evidence was found that the experience promoted socio-emotional learning and fostered the building of socio-emotional capital for the participants involved.
Editorial, Pamela H. Lawton
Editorial, Pamela H. Lawton
International Journal of Lifelong Learning in Art Education
No abstract provided.
International Journal Of Lifelong Learning In Art Education 2018 Full Issue, Pamela H. Lawton
International Journal Of Lifelong Learning In Art Education 2018 Full Issue, Pamela H. Lawton
International Journal of Lifelong Learning in Art Education
No abstract provided.
Identity, Discourse, And Rehabilitation In Parole Hearings In The United States, Danielle Lavin-Loucks, Kristine M. Levan
Identity, Discourse, And Rehabilitation In Parole Hearings In The United States, Danielle Lavin-Loucks, Kristine M. Levan
Journal of Prison Education and Reentry (2014-2023)
Research on parole in the United States has primarily followed a deterministic approach, favoring an examination of variables contributing to release. However, a great deal of prior research neglects a central aspect of the parole process: mainly the hearing. Adopting an ethnographically informed conversation analytic approach, this article addresses one tactic offenders utilize to appeal to a state parole board for release– claiming rehabilitated status. Offenders appealing for parole attempt to establish, in a performative space, their identity as rehabilitated. More globally, this article addresses how individual manage, assert, and negotiate identity in the course of interaction. The achievement of …
A Realist Model Of Prison Education, Growth, And Desistance: A New Theory, Kirstine Szifris, Chris Fox, Andrew Bradbury
A Realist Model Of Prison Education, Growth, And Desistance: A New Theory, Kirstine Szifris, Chris Fox, Andrew Bradbury
Journal of Prison Education and Reentry (2014-2023)
This paper articulates the first ‘general theory’ of prison education, offering a new insight into the relevance of desistance theory and understanding of prison sociology to the lives of men engaged in education whilst in prison. Using a realist review method (Pawson, 2002b; Wong, 2013a) we develop a rough, initial general theory of prison education articulated in the form of three context-mechanism-outcome configurations (CMO). We then ‘test’ these CMOs by assessing the current evidence base through a systematic review of literature. This paper articulates three inter-related CMOs that we ground in prison sociology and desistance literature: ‘hook’, ‘safe space’ and …