Prison Education Research Articles

Disparity and Fragmentation of Formal and Non-Formal Education in Men's Prisons in the Metropolitan Region, Chile

Objective: The goal of this study is to map the education provided in contexts of confinements in the Metropolitan Region of Chile. This article focuses on the manners in which formal and non-formal education is developed in male penitentiaries, those with the largest prison population. Theoretical Framework: The concepts of legal prison and real prison, as well as theories on the purposes of prison education, serve as a basis for the study, giving rise to various ways of implementing education. Method: The methodology is qualitative and the sample includes the total of the prisons in the Metropolitan Region. The sequential design includes a survey in prisons, semi-structured interviews and discussion groups from 68 institutions that provide education in prisons. Results and Discussion: A great disparity and fragmentation of formal and non-formal education in prisons, lack of articulation, low coverage and solitary work are revealed. No planning of the offer or the interests of those deprived of liberty was found. The real prison does not materialize the current public policies in terms of education, maintaining practices from the 19th century. Implications of the research: The results demonstrate the need to articulate public policies in an inter-ministerial plan that incorporates qualitative dimensions, beyond the fulfillment of goals and decisions of each prison. Originality/Value: This research is relevant because there are few studies of the actual functioning of formal and non-formal education in prisons.

Prison Education Is Dangerous

ABSTRACTIn this chapter, I argue that prison education is dangerous. In a context where individual incarcerated people have restricted autonomy, non‐incarcerated students, staff, and faculty from colleges and universities can cause real harm by neglecting to consider the vast power differentials between non‐ or never‐incarcerated educators and students in prison.

FORMAL AND NON-FORMAL EDUCATION IN SPACES OF RESTRICTION OF FREEDOM: A BRIEF ANALYSIS OF THE STATE OF SÃO PAULO

This article aims to analyze the structure and organization of formal and non-formal education in prisons in the state of São Paulo, identifying how education is systematized and implemented within the prison system. The methodology included the review of official documents and data, such as the Penal Information Report (RELIPEN) and the Joint Guidance Documents of the Secretariats of Education and Penitentiary Administration. The results indicate that, although the state of São Paulo continues to invest significantly in the prison system, the lack of information on available resources and persistent overcrowding indicate critical challenges for the effective implementation of educational activities.

Addressing Opportunity Gaps in Higher Education in Prison Programs

ABSTRACT In this article, we draw from our collaboration across a diverse cadre of colleagues who have focused on different aspects of teaching, higher education, and carcerality. In particular, our research team, known as STEM-OPS (STEM Opportunities in Prison Settings), studied higher education in prison with a specific focus on science, technology, engineering, and mathematics (STEM) and incarceration. We present interrelated findings from interviews across four people who are formerly incarcerated. Most Higher Education in Prison (HEP) programs are taught by university professors who are experts in content areas (such as science, chemistry, and math) and not pedagogy. As such, we believe teacher educators have an opportunity and an obligation to build professional learning opportunities related to pedagogy to support these instructors’ practices.

Unlocking Learning: International Perspectives on Education in Prison. By Justin McDevitt and Mneesha Gellman (Waltham, MA: Brandeis University Press, 2024, 307pp. £35.00 pbk)

Unlocking Learning: International Perspectives on Education in Prison. By Justin McDevitt and Mneesha Gellman (Waltham, MA: Brandeis University Press, 2024, 307pp. £35.00 pbk)

What contributes to fewer cases of recidivism? Treatment, education, and work in prison

Since the turn of the millennium, levels of recidivism following a prison term have declined in Sweden. The composition of the inmate population has changed, which provides a partial explanation. This study examines whether prison service interventions, such as the provision of treatment, education, and work, might have contributed to the decline in recidivism. The study sample comprises women and men who were released from Swedish prisons between 2012 and 2015. Data have been collected from the Prison and Probation Service registers and the Convictions Register. The analysis employs propensity score matching and regression analysis. The results show that the interventions examined have a positive effect on reducing recidivism, but that their explanatory power is limited.

Prisoner education and prisoner’s multi?scalarity of identity negotiated from penitentiary discourse

The growing interest in identity and language, coupled with increased interest in the relation between identity, language and education, has resulted in a rich amount of work that has informed education, identity and language. To keep abreast of the developments in identity research, the authors propose the research on prisoners’ identity changing from structuralism on identity as a set of generically inherent characteristics to social constructionist perspectives on identity as fluid and emerging in interaction. From the social constructionist perspective on identity, the prisoner’s multi-scalarity of identity is identified through the negotiation from penitentiary discourse indicating that the prisoners inhabit various identities in accordance with the discourses and discursive varieties that they are using, which requires us to alter the lens of seeing prisoners as having a single and stable identity of “Prisoner”. Prisoners’ fluid identity transformed from the legally fixed “prisoner” to the socially acceptable “people”, between which there is prisoners’ multi-scalarity of fluid identity, plays an important role in prisoners’ rehabilitation and socialisation. The successful identity transformation from “prisoner” to “people” means the efficient rehabilitating process of the prison for prisoners. The process of identity circulation has pedagogical implications for prisoner education.

College Behind Bars: A Historiography of Higher Education in Prison

College Behind Bars: A Historiography of Higher Education in Prison

Transformative Learning With Mexican Cartel Members: An Exploration of Organized Crime Through Participatory Action Research in Prison

This article considers transformative education in prison as a tool to address cartel violence in Mexico. It begins by examining how the rise of democracy in Mexico is partially responsible for the expansion of organized crime. Data from a participatory action research project with twelve men incarcerated for cartel-related crimes is then used to explore the violence plaguing Mexico. Results emphasize the relevance of structural disparities and stigma as sociocultural barriers that favor the empowerment of organized crime. The article closes with reflections regarding the challenges for prison education in a country where cartels have significant control over the government.

Philosophy in prison

The UK prison system is in crisis: overcrowded, understaffed, ill fitted to whatever purpose imprisonment might be intended to have. Prison education is particularly under pressure, especially since a majority of prisoners are functionally illiterate. The charity Philosophy in Prison seeks to address the complex problems of prison education by offering philosophical conversations in prisons: oral, so accessible to most, but driven by difficult philosophical questions that are puzzling to anyone. This process faces down the disadvantage suffered by many within the criminal justice system, that their voices are not heard (the problem of epistemic injustice). For these conversations have an equalising effect, since the problems they address are puzzling to anyone, whether new to it or expert. That general puzzlement allows the participant both to see the viewpoints of others, and to have their own viewpoint seen by others. This matters: it shows each prisoner that they do have standing, in themselves, after all. (This article is published in the thematic collection ‘The arts and humanities: rethinking value for today—views from Fellows of the British Academy’, edited by Isobel Armstrong.)

Exploring Accessibility and Sustainability of Prison Education Through the Supervision of Students in Distance E-Learning

The purpose of the study was to explore the accessibility and sustainability of prison education through the supervision of students in distance e-learning. The method involved qualitative interviews with 12 prison students in a Namibian prison who were registered and actively studying via distance e-learning. Participants were selected based on their engagement with distance education programs, ensuring relevance to the study's focus. A professional transcriber meticulously transcribed the interview data verbatim. Using an interpretive paradigm, the author analyzed the transcriptions to derive meaningful insights into the experiences and challenges faced by incarcerated students. This approach allowed for a nuanced understanding of how supervisory support in distance e-learning impacts the accessibility and sustainability of educational opportunities for prison students. The findings underscore the importance of effective supervision in overcoming barriers to education within the prison context, highlighting critical factors that contribute to successful learning outcomes.

Expanding Hepatitis C Virus Treatment in the New Mexico State Prison System: Using the ECHO Model for Provider and Prison Peer Education.

It is critical to address hepatitis C virus (HCV) in carceral settings to achieve worldwide elimination of the virus. We describe New Mexico's (NM) experience expanding HCV treatment in state prisons, supplemented with Project ECHO (ECHO; virtual mentorship through guided practice) and the NM Peer Education Program (NMPEP). We describe how using these programs may be a model for expanding treatment in prisons globally. ECHO, NM Corrections Department (NMCD) and Wexford Health Services (WHS) collaborate to treat HCV in state prisons and increase HCV knowledge among incarcerated persons using NMPEP. Each person arriving in prison is tested for HCV and those with active infection receive baseline labs, which are reviewed. Patients not meeting criteria for simplified treatment are presented to ECHO for expert guidance. Otherwise, patients are treated by WHS without consultation. NMPEP provides patient-to-patient education in prisons, addressing HCV myths and exploring treatment refusals. From December 2020 to June 2023, 3603 people had HCV viremia. In this study, 1685 people started treatment: 1280 were treated using the simplified algorithm and 405 were presented to ECHO. Of the 988 people who completed treatment and had sustained virologic response (SVR) labs drawn, 89.2% achieved SVR (i.e., cure). Most of the 107 people who did not achieve SVR had presumed reinfection. NMPEP trained 148 peer educators who educated 3832 peers about HCV prevention and treatment. HCV treatment in prisons can be expanded by implementing simplified treatment algorithms, use of the ECHO model for patients with advanced disease and peer education.

Investigating prison factors related to literacy and numeracy skills of incarcerated adults

Incarcerated adults in the United States are a vulnerable group with substantially low skills and educational attainment. However, the extent to which various, malleable prison factors are related to the skills of adults from diverse backgrounds remains scarcely explored. Therefore, the purpose of the present study was to explore such factors in order to examine which prison programs and activities are associated with higher skills for incarcerated adults in the United States. The sample included 1247 inmates who participated in the Program for the International Assessment of Adult Competencies survey. Regression analysis results revealed that completing more than high school education in prison was linked to higher performance in literacy and numeracy. Also, higher performance was associated with more time in prison, suggesting that program benefits for inmates with shorter time in prison might go unnoticed. Lastly, the most notable differences in performance were related to participation in prison job training. Even though many incarcerated adults partake in various prison programs and activities, participation in these programs was not consistently associated with higher literacy or numeracy skills. Potentially, prison programs might not be providing sufficient applied opportunities for enhancing skills. Findings from this study suggest a need for a closer evaluation of the malleable prison factors and programs relating to the literacy and numeracy skills of incarcerated adults in the United States.

Understanding hepatitis C virus (HCV) health literacy and educational needs among people in prison to enhance HCV care in prisons

BackgroundHepatitis C virus (HCV) is a significant concern within prison populations. Provision of HCV testing and treatment for people in prison is expanding and a key component of global elimination efforts. Despite growing service availability, several challenges remain in HCV testing and treatment engagement during incarceration. The PIVOT study demonstrated that a ‘one-stop-shop’ intervention (point-of-care HCV RNA testing, Fibroscan®, nurse-led clinical assessment, and fast-tracked direct-acting antiviral prescription) enhanced HCV testing and treatment at a reception prison in Australia. Utilising Squier et al's Health Literacy Skills Framework, this analysis aimed to understand HCV health literacy and educational needs among people at a reception prison in Australia. MethodsSemi-structured interviews were conducted with twenty-four male PIVOT study participants. Purposive sampling ensured comparable representation of those with: 1) prior HCV testing history (standard pathology / no prior testing), and 2) injecting drug use history (IDU; ever / never). ResultsVaried HCV health literacy levels and educational needs were evident amongst people in prison. Whilst those with multiple incarceration episodes and IDU history (prior knowledge) appeared to have stronger HCV health literacy than those without, substantial gaps in HCV health literacy were evident. Knowledge of HCV transmission risks in prison was high, and most understood the importance of HCV testing and treatment in prison (comprehension), but ability to engage with HCV testing and treatment services, participation in safe injecting behaviours (health-related behaviours), and knowledge of re-infection and re-treatment, within the context of the prison environment, were suboptimal. There was a general desire for increased HCV education in prison. ConclusionGaps in HCV health literacy among people in prison were evident, indicating opportunities for improvement. A targeted HCV education program for people in prison, addressing the gaps identified in this analysis, may enhance HCV testing, treatment, and prevention by fostering stronger HCV health literacy among people in prison.

Educação em Presídios Brasileiros: Garantia de Direitos e Transformação de Vidas

Education within the Brazilian prison system is a measure of respect for human rights and a strategy to promote social reintegration and reduce criminal recidivism. Despite legislative advancements and promising initiatives such as the National Program for Education in Prisons (PNEP), there are still challenges to be overcome to ensure effective access and quality education for inmates. This study aims to analyze the effectiveness of educational policies implemented in Brazilian prisons, focusing on identifying the main obstacles faced and best practices that have the potential to transform the lives of individuals deprived of liberty. The research utilizes a qualitative approach, including literature review, document analysis, and study of educational initiatives in prisons from different regions of the country.

Prison educators in the shadow of prison rules

Prison educators in the shadow of prison rules

Aftermath: Radical Doubt; Radical Hope

Preti Taneja taught creative writing as part of Learning Together, Cambridge University’s prison education programme which took students into high-security prison to learn alongside incarcerated men. One of her first prison students was Usman Khan. Released on licence two years later, he went on to perpetrate the 2019 London Bridge terror attack in which Taneja’s Learning Together colleague Jack Merritt, and Saskia Jones were killed. Aftermath is Taneja’s 2021 award-winning work of abolitionist, lyric non-fiction about the attack: a searching lament on institutional violence and structural harm, Islamophobia, trauma and terror, prison and grief. This article presents two extracts from parts one and three of the book, Radical Doubt and Radical Hope, which were included in Taneja’s 2022 British Academy Lecture at the University of Leeds.

The role of IT in prisoner education

Studies have consistently found that prisoners who undertake education while in prison are less likely to reoffend, and return to prison. However, in an environment where post-secondary education is increasingly being offered via online delivery, prisoners with no access to the internet are experiencing barriers to education offered by non-prison providers. This study examines the Australian prison environment, the education needs of prisoners, and their current access to education, information technology and the internet. Recent and future Australian and international developments in delivering online education to prisoners are examined.

Finance and Financial Aid for Postsecondary Education in Prison: Introduction to the Special Issue

Finance and Financial Aid for Postsecondary Education in Prison: Introduction to the Special Issue

New Possibilities for Higher Education in Prison

New Possibilities for Higher Education in Prison