‘Never really had a good education you know, until I came in here’: educational life histories of young adult male prisoner learners

Carrigan, Jane; Maunsell, Catherine

doi:10.1080/03323315.2014.977642

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…Among this group, four-in-ten have a learning disability and many have truanted (57 per cent) and been suspended or expelled from school (49 per cent and 31 per cent respectively) (Anderson and Graham, 2007). Negative experiences of compulsory education were also reported in a qualitative study of prisoners (Carrigan and Maunsell, 2014).…”

Section: Sourcementioning

confidence: 83%

Evaluation of the National Youthreach Programme

Smyth¹,

Banks²,

O'Sullivan³

et al. 2019

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The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland.The Institute was founded in 1960 by a group of senior civil servants led by Dr T.K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland.Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research.The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices.The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicates research findings at regular conferences and seminars.The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

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Section: Sourcementioning

confidence: 83%

Evaluation of the National Youthreach Programme

Smyth¹,

Banks²,

O'Sullivan³

et al. 2019

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“…see Champion & Noble, 2016;Prisoner Learning Alliance, 2018;Szifris et al, 2018). What's more, there is a dearth of existing prison education research taking power into account, notable exceptions including research studies informed by adult education principles, such as Carrigan and Maunsell (2014) and Pike and Adams (2012). Both studies draw upon Goffman (1961) to acknowledge the negative impact of prison upon the identities of students, echoing the Council of Europe's recognition of how 'prison is by its very nature abnormal, and destructive of the personality in a number of ways' (Council of Europe, 1990, p. 9).…”

Section: Identity Change: Unfolding Flowers?mentioning

confidence: 99%

Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups

Galloway

2021

British Educational Res J

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The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begins to address this gap by engaging with the idea of rehabilitation from a critical adult education perspective. The conceptual framework informing the analysis is critical adult education theory, drawing tangentially on the work of Raymond Williams. The overarching assumption is that education might be understood as the practice of equality, which I employ alongside conceptualisations of empowering adult literacies learning as drawn from writings in the field of New Literacies Studies (NLS). These approaches enable the critique of criminological theory associated with prison learning, alongside the critique of assumptions traceable to NLS. The analysis focuses more specifically on Scotland's prison system, where the criminological theory of 'desistance' currently holds some sway. I observe that whilst perspectives of criminologists and educationists draw upon similar sociological assumptions and underpinnings, different conclusions are inferred about the purpose and practice of adult learning. Here criminologists' conceptualisations tend to neglect power contexts, instead inferring educational practices associated typically with early years education. I also demonstrate the importance of equality in the context of adult education, if educators are to take responsibility for the judgements they make in relation to the education of socially excluded groups.

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“…Against this backdrop, it is important to note that “data from Ireland on prisoner profiles reveals a picture of social and educational disadvantage” (Carrigan & Maunsell, 2014, p. 401). Illustrating the “intergenerational impact of imprisonment and cycle of disadvantage” in their study of young adult males in Irish prisons, Carrigan and Maunsell (2014, p. 399) noted that inmates experienced stressful childhood events, including “the separation of parents, being removed from parental care, and witnessing alcohol and drug misuse and violence in the home.” Several prisoners also had negative educational experiences (Carrigan & Maunsell, 2014).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Through Hope and Struggle: The Impact of “Gaisce – The President's Award” on Young Adults in Irish Prisons

Gagliardi¹,

Rice²

2023

The Prison Journal

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This article is an exploratory study of young adult incarcerees’ perspectives on the impact of “Gaisce,” a self-development program for youth in Irish custody. Drawing on 10 semistructured interviews with male participants and a review of previous studies of this cohort, the article highlights their perceptions of Gaisce's strengths and weaknesses, paving the way for further reflection on self-development programs in custodial settings. Taking place during COVID-19, the investigation provides unique insight into the experiences of young adults participating in such a program during a pandemic.

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‘Never really had a good education you know, until I came in here’: educational life histories of young adult male prisoner learners

Cited by 9 publications

References 10 publications

Evaluation of the National Youthreach Programme

Evaluation of the National Youthreach Programme

Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups

Through Hope and Struggle: The Impact of “Gaisce – The President's Award” on Young Adults in Irish Prisons

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