Learning behind bars: Education in prisons

Bhatti, Ghazala

doi:10.1016/j.tate.2009.06.020

Cited by 53 publications

(18 citation statements)

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“…This conclusion is confirmed by many other studies (Vergidis, 2003;Landritsi, 2007;Vergidis et al, 2007;Irwin, 2008;Bhatti, 2010;Manger et al, 2010;Papathanasiou, 2010;Hiliopoulou, 2011;Kouimtzi, 2011).…”

Section: Second Research Question: Motives and Expectations Of Learnesupporting

confidence: 77%

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Inmates’ Adult Education in Greece—A Case Study

Papaioannou¹,

Anagnou²,

Vergidis³

2016

IES

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Correctional education in Greece has been implemented since 1980's. Second Chance Schools (SCS) in prisons were established in 2004, aiming at combating social exclusion. This study's aim is to look into the reasons of school dropout and to interpret why inmates take part in the educational program provided by SCS, registering the motives, expectations and barriers. According to the findings, inmates dropped out particularly due to financial problems. They engage in the educational process having strong motives, primarily the beneficial calculation of the days of their sentence as well as it is a way to get out of the pains of imprisonment. Their expectations have to do with education, improvement of their vocational status, personal development and social acceptance. There were no barriers mentioned.

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Section: Second Research Question: Motives and Expectations Of Learnesupporting

confidence: 77%

“…avoidance of boredom and creative use of "dead" time, need for change of settings, training of brain and maintaining mental balance. Surveys of Vergidis et al (2007), Bhatti, (2010, Hiliopoulou (2011) and Kouimtzi (2011) have reached the same conclusions.…”

Section: Second Research Question: Motives and Expectations Of Learnesupporting

confidence: 53%

Inmates’ Adult Education in Greece—A Case Study

Papaioannou¹,

Anagnou²,

Vergidis³

2016

IES

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“…Furthermore, they believed that education could bring hope and empowerment and develop emancipatory learners' trajectories to fight their stories of marginalisation and social injustice as discussed in Bhatti (2010). In line with Diseth et al (2008), they saw prison education as one way of influencing their learners' lives.…”

Section: Understanding Clara's and Marta's Motivationsmentioning

confidence: 96%

‘I Want to Make the Invisible Visible’: Teacher Motivation in Argentinian Prison Education

Banegas

2018

International Perspectives on Teaching English in Difficult Circumstances

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Banegas, D. L. (2018). "I want to make the invisible visible": Teacher motivation in Argentinian prison education. In K. Kuchah & F. Shamim (Eds.), International perspectives on teaching English in difficult circumstances: Contexts, challenges and possibilities (Chapter 8). Basingstoke: Palgrave. 1 8 'I want to make the invisible visible': Teacher motivation in Argentinian prison education DARÍO LUIS BANEGAS Why a chapter on prison education? Prison education is underrepresented in education forums. Prisons are envisaged as settings with difficult circumstances for both teachers and learners. Bhatti (2010) argues that both teachers and learners feel peripheral to the dynamics of social participation. Studies originated in different settings stress inmates' exclusion from society and formal education before incarceration (Brine 2001; García et al. 2007; Hughes 2012; Wilson and Reuss 2000). In some cases, adult and young prisoners' trajectories are summarised through the school-to-prison pipeline concept (Raible and Irizarry 2010; Winn and Behizadeh 2011). According to Harbour and Ebie (2011), marginalisation is one form of oppression. In Freiran terms, pedagogy needs to challenge oppression and promote social justice. Freire (1969, 1970, 1992) conceived education as a way to integrate people in the construction of a participatory and democratic nation. Integration, in Freire's view, entails reflection, action, and the development of a critical stance. Education becomes a resource not only to help the oppressed to learn and wmaerite, but to encourage them to find their own voice, their liberation. This is achieved through praxis, that is, through seeking and enacting liberation (Freire, 1970). In such a scenario, Freire (1992) argued that one of the educator's tasks is to discover with their learners the possibilities for hope. As a teacher of English as a foreign language in Argentina I decided to explore English language teaching (ELT) through a focus on teacher motivation in 'difficult circumstances' with the aim of representing those colleagues working in less THIS IS NOT THE PUBLISHED VERSION Banegas, D. L. (2018). "I want to make the invisible visible": Teacher motivation in Argentinian prison education. In K. Kuchah & F. Shamim (Eds.), International perspectives on teaching English in difficult circumstances: Contexts, challenges and possibilities (Chapter 8). Basingstoke: Palgrave. 2 mainstream contexts. I approach the intersection between teacher motivation and prison education from a person-in-context, relational view of motivation (Ushioda 2009). This relational view of teacher motivation entails that we understand the benefits of prison education as these will impact on teachers' motivation. Education in contexts of confinement Prison education is not an easy enterprise. Schools in contexts of confinement in different countries operate within a larger institution, the prison, with dissimilar aims. While schools aim at empowerment, prisons aim at control. Diseth et al. (2008) assert that prison education...

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“…While creating safe and respectful environments is vital to all learning spaces, this particularly applies to prisons, which inherently are highly regulated and potentially volatile spaces. Institutional marginalisation and privilege influence the learning environment (Bhatti, 2010) and can produce barriers to authentic partnership work and have an impact on achieving equity (Hutchings et al, 2013). As discussed above, bringing together students from two potentially very different (learning) environments can create challenges in achieving both a respectful and equal learning space, in particular if the media portrayal of people with sexual convictions is heavily stereotyped (DiBennardo, 2018).…”

Section: Language and Inclusivitymentioning

confidence: 99%

De-constructing the other: an integrated pedagogy of inclusive learning and teaching approaches in and beyond Prison

Baumgartner

2020

Contemporary Social Science

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Learning behind bars: Education in prisons

Cited by 53 publications

References 1 publication

Inmates’ Adult Education in Greece—A Case Study

Inmates’ Adult Education in Greece—A Case Study

‘I Want to Make the Invisible Visible’: Teacher Motivation in Argentinian Prison Education

De-constructing the other: an integrated pedagogy of inclusive learning and teaching approaches in and beyond Prison

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