By Emma Hughes
The position of schooling in prisons, prisoners' judgements concerning schooling, the impression of felony tradition on both encouraging or discouraging such actions, and the aptitude outcomes of schooling for prisoners' reentry into society all have very important 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 felony 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 additionally capable of examine elements that tell judgements to interact in a broader variety of optimistic and confident actions while in legal. those study findings supply perception into how criminal tradition and legal guidelines may well effect upon rehabilitative endeavour and recommend ways that prisons may possibly search to inspire optimistic and/or rehabilitative actions among their population if wanted. in response to interviews and questionnaires accomplished by means of British grownup prisoners learning via distance studying, this qualitative examine bargains a important supplement and counterpart to legal schooling experiences that concentrate on measuring recidivism premiums. The learner-centred process used yields a nuanced and complicated realizing of the numerous 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 extra perception into very important facts as a result of recidivism experiences reviewed in the e-book, when contributing to the reemerging curiosity in stories of legal existence and legal tradition which are according to prisoner interviews.
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Extra info for Education in Prison: Studying Through Distance Learning
He wishes 22 For a parallel example in the community see Haggis (2004). In her study of mature students undertaking higher education she briefly reports on the experiences of a student who had been ‘labelled a “no-hoper”’ (340) whilst at school, but who after a considerable break in his studies went onto return to education. The potential consequences of being labelled incompetent and incapable will resurface again within this work. Motivations for Education in Prison 33 not only to demonstrate that he could have reason to be ‘proud’ of himself, but to actually be so.
The impact on educational decision-making of prevailing attitudes within a prison, whether these are more or less favourable towards education, must be considered with this in mind. The following chapter will allow for a more thematic assessment of how a prison’s culture, including the attitudes of fellow prisoners and prison staff towards education, may influence decisions about whether to engage in study. ‘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.
Arguably this effect may be greater for prisoner-students given the ‘total institution’ nature of prison (Goffman 1961). The majority, if not all, of the students’ daily social interactions take place within the confines of the prison, excepting their interactions through post, telephone and formal visits with family and friends from outside. The impact on educational decision-making of prevailing attitudes within a prison, whether these are more or less favourable towards education, must be considered with this in mind.
Education in Prison: Studying Through Distance Learning by Emma Hughes