The ‘Inside’ Story: Practitioner Perspectives on Teaching in Prison

Irwin, Tracy

doi:10.1111/j.1468-2311.2008.00536.x

Cited by 12 publications

(10 citation statements)

References 38 publications

(55 reference 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: 79%

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: 79%

Inmates’ Adult Education in Greece—A Case Study

Papaioannou¹,

Anagnou²,

Vergidis³

2016

IES

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“…As a consequence tutorial aims and objectives were derailed leading to a less than wholly satisfactory teaching encounter from the perspective of both the tutor and the student. The circumstances described above depict less than optimum conditions for teaching and illustrate what Simpson (2002: 158) characterises as an 'antiintellectual environment' in which studying is resented with educationalists confronted by a range of practical inconveniences (Irwin, 2008). This resentment is not confined to prison staff, with prison students often the targets of harassment and bullying from fellow inmates (Simpson, 2002).…”

Section: Accessmentioning

confidence: 99%

“…Being told to wait whilst the officer attended to something else or being ignored when asking a question are two examples of the negative or indifferent behaviour of officers I observed. Irwin (2008) makes the point that educators working in prisons are almost entirely dependent on the goodwill of prison staff to facilitate the practical arrangements to make the teaching encounter possible. This is clearly a power issue and challenging the disappointing attitudes of some prison staff was not feasible if the teaching sessions were to go ahead.…”

Section: Accessmentioning

confidence: 99%

“…This dedicated time, however, is an opportunity to respond to the individual learning needs of the student and build rapport in the teaching encounter. Students who are disempowered by the depersonalised prison environment highly value these one-to-one focused sessions and Irwin (2008) argues that the forging and developing of links between student and teacher can be pivotal in sustaining study motivation. Over time I observed that, despite the restricted life situation in which these students were placed, their enthusiasm for learning was nurtured through these responsive and 'tailor-made' tutorials that seemed to act as motivators for personal growth and advancement (Rogers, 2002).…”

Section: Prisoner/student Identitymentioning

confidence: 99%

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Teaching a distance higher education curriculum behind bars: challenges and opportunities

Watts

2010

Open Learning: The Journal of Open, Distance and e-Learning

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The provision of education that is both effective and relevant to the needs of students within prison is challenging on a number of levels. The uniqueness of prison culture with a regime characterised by a focus on security measures such as lock-downs and head counts constrains the possibilities for learning. The absence of a supportive learning environment together with an emphasis on punishment rather than rehabilitation has the effect of marginalising education in prison so that 'education' has come to be seen by some as 'off limits'. Education in basic skills such as literacy and numeracy that contributes to 'life skills' is given priority. In contrast, access to higher education is more problematic with this generally perceived by both prisoners and prison staff as an 'elite' activity. This article adopts a case study approach to consider the barriers to higher education distance learning in the prison setting. It focuses on the practical and organisational constraints faced by educators in their efforts to help students in prison negotiate the different worlds of prison and higher education. It also highlights the value of one-to-one tutorial support in facilitating learning in less than optimum teaching conditions.

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“…From a socio-economic point of view, low educational attainment, which is a common trait among prisoners, results in fewer opportunities in the labor market (Cohen, 2016). Prisoners who participate in education reduce the risk of recidivism and education increases their post-release employment opportunities Irwin (2008). In any case, access to education is a fundamental human right and prisoners should not be denied the chance to exercise this right (European Convention for the Protection of Human Rights and Fundamental Freedoms, 2012).…”

Section: Introductionmentioning

confidence: 99%

Core Self-Evaluations among Prisoners on Formal and Vocational Training in Uganda’s Luzira Prison

Aheisibwe

Kobusingye

2019

AJOTE

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The study examined the core self-evaluations of prisoners on formal and vocational education in Luzira Prison in Uganda. A cross-sectional survey design using a quantitative approach with.800 participants selected purposively was used. Core self-evaluations were measured using Judge, Erez, Bono and Thoresen’s scale, while data were analyzed using one-way analysis of variance (ANOVA) and post hoc test. The study yielded statistically significant variations among education levels, (F [4, 795] =3.18, p <.05) where a post hoc test revealed significant difference between Degree holders (M = 2.86, SD = .27), on the one hand, and O’Level (M = 3.00, SD = .29), A ‘level (M = 3.039, SD = .32) and Diploma (M = 3.00, SD = .29) level students, on the other. The study demonstrates the significance of core self-evaluation to the life prospects of the prison inmate and recommends that prisoners' core self-evaluations be nurtured. It supports studies that correlate core self-evaluations to ultimate reduction in prison congestion and government expenditure.

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The ‘Inside’ Story: Practitioner Perspectives on Teaching in Prison

Abstract: The status of

Cited by 12 publications

References 38 publications

Inmates’ Adult Education in Greece—A Case Study

Inmates’ Adult Education in Greece—A Case Study

Teaching a distance higher education curriculum behind bars: challenges and opportunities

Core Self-Evaluations among Prisoners on Formal and Vocational Training in Uganda’s Luzira Prison

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