By Emma Hughes
The function of schooling in prisons, prisoners' judgements concerning schooling, the influence of felony tradition on both encouraging or discouraging such actions, and the aptitude results of schooling for prisoners' reentry into society all have vital implications. This prolonged research of prisoner schooling represents a distinct contribution to an under-researched box, when additionally making vital and unique connections among learn on schooling in legal and the literature on grownup studying locally. via providing an important insights into the numerous motivations and disincentives that tell prisoners' judgements to review in legal (whether or not it's via distance studying or prison-based classes), the reader is usually capable of think of components that tell judgements to have interaction in a broader variety of confident and confident actions when in criminal. those study findings supply perception into how criminal tradition and legal regulations could impression upon rehabilitative endeavour and recommend ways that prisons may perhaps search to motivate optimistic and/or rehabilitative actions among their population if wanted. in line with interviews and questionnaires accomplished by means of British grownup prisoners learning via distance studying, this qualitative examine bargains a precious supplement and counterpart to criminal schooling reviews that concentrate on measuring recidivism charges. The learner-centred method used yields a nuanced and complicated figuring out of the various ways that schooling in felony truly operates and is skilled, and considers the implications of this for the scholars' lives. As such, the findings supply additional perception into very important facts because of recidivism stories reviewed in the e-book, while contributing to the reemerging curiosity in reviews of felony existence and felony tradition which are in line with prisoner interviews.
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Additional info for Education in Prison: Studying Through Distance Learning
I’ll have a go at something,” and so I did. ’ Martin entered prison unable to read, his earlier education disrupted by undiagnosed dyslexia and drug use. He learnt to read in prison, aged 27, in part due to boredom. By way of explanation he offers the following: ‘Imagine being locked up in a cell in [a local prison] or somewhere like that, which are practically all “lock-up”, not being able to read, staring at the ceiling 18 hours a day. ’ ‘I had to do my time with something,’ he adds, in a statement noteworthy for its suggestion of actively ‘doing’ the time of his sentence.
You can go to work, but if you’ve got education you can at least organise your life so that you’re making some progress, especially if you’ve got a long time to go. The vast majority of work that’s available doesn’t offer a great deal to challenge – it’s repetitious and mundane work. Prison workshops in particular are singled out as being a source of boredom and of repetition and a number of students in this research enrolled in education as a specific reaction against such jobs. In these cases the students had frequently been in prison for a number of months before turning to education.
I began to think that maybe I did have some “grey matter”’ Finally, some students reported enrolling in education only after gaining selfconfidence, particularly in their academic ability, whilst in prison. The initial lack of confidence, which in some cases originated in earlier educational experiences, goes some way to explaining why some of the interviewees began education much later in their sentence, or after having served previous sentences. It is also telling that the students consistently cited lack of confidence as one of the primary reasons why fellow prisoners might not enrol in education, a point that will be considered further in the following chapter on disincentives.
Education in Prison: Studying Through Distance Learning by Emma Hughes