Creating Activating Events for Transformative Learning in a Prison Classroom

Keen, Cheryl; Woods, Robert L.

doi:10.1177/1541344615602342

Cited by 10 publications

(8 citation statements)

References 22 publications

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“…The suggestion is that teachers in correctional centres should strive for the development of the offender"s personality, education should be relevant to offenders" needs and abilities, and facilitate re-socialization into the society. Keen andWoods, (2016) andMagos, (2014) are of the view that worldwide education has become a norm and compulsoryparticularly for those prisoners who are still at the school going age. Keen and Woods (2016) mentions that in the United States of America in Vermont City, schooling is made compulsory for incarcerated offenders under twenty-two years of age who lacks a high school diploma.…”

Section: The Nature Of Education Found In Correctional Servicesmentioning

confidence: 99%

“…Keen andWoods, (2016) andMagos, (2014) are of the view that worldwide education has become a norm and compulsoryparticularly for those prisoners who are still at the school going age. Keen and Woods (2016) mentions that in the United States of America in Vermont City, schooling is made compulsory for incarcerated offenders under twenty-two years of age who lacks a high school diploma. Like in many countries in the world, Makhurane, (2014) confirms that the Department of Correctional Services South Africa has also prison education compulsory for all offenders of school-going age.…”

Section: The Nature Of Education Found In Correctional Servicesmentioning

confidence: 99%

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Rehabilitation of Inmate Young Offenders and the Education system:Offenders’ Perspective in South Africa

2021

FWU Journal

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Unemployment, lack of education and few opportunities are, but few of the factors that lead to young people in South Africa and elsewhere turning to crime. These young people face the law after being caught and they get incarcerated inthe correctional service centres. It seems that many of educational programmes aimed at rehabilitating young inmate offenders seem not being effective as some of these young inmate offenders become hardened criminals through institutionalization in correctional service centres. This paper thus, explored the views of inmate young offenders of the benefits of educational programmesthey derived while incarcerated in South Africa. The young inmate offenders‟ age ranged from 17 years to 27years, 5 females and8 males. A qualitative phenomenological research method was used with a sample of 6 inmate young offenders to describe young inmate offenders‟ views of benefits they derive from educational programmes in correctional centres. Based on the available and access to the participants a purposive sample was employed for this research study.An open-ended questionnaire instrument which contained a set of a variety of questions on benefits of educational programmes were completed by the research participants. Toconduct this study in line with ethical considerations, permission was given by the university‟s ethical committee and later the Department of Correctional Services allowed the study to be conducted in their correctional centres. Data that was thematically analysed discovered educational programmes offered and availed to inmate young offenders to be beneficial. The study showed that although formal education was offered,the educational programmes faced many other challenges which were also mentioned in other studies and even in this study the offenders pointed them out, e.g.lack of resources and shortage of staff.The study also revealed that the rehabilitation programme played a critical role inreducing gangformation and fights in the entire inmate community. The collaboration of the state, community, family members of the offenders, churches, traditional leaders and non-profit organisations is required in rehabilitation of the IYO.

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Section: The Nature Of Education Found In Correctional Servicesmentioning

confidence: 99%

Section: The Nature Of Education Found In Correctional Servicesmentioning

confidence: 99%

Rehabilitation of Inmate Young Offenders and the Education system:Offenders’ Perspective in South Africa

2021

FWU Journal

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“…A more recent study concerning prison educators' views of facilitating transformative learning also noted that having a respectful relationship with students and serving in a counseling role where dialogue could occur, and students could "risk what they do not know" encouraged transformative learning. Using humor in the classroom helped cultivate these trusting relationships (Keen & Woods, 2016).…”

Section: Elements That Foster Transformative Learningmentioning

confidence: 99%

Fostering Transformative Learning in Educational Settings

Baumgartner¹

2019

ALE JOURNAL

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“…An "activating" event, often referred to as "disorienting" (Mezirow, 1997), is one in which dialogue and fresh thinking are sparked as learners become aware of discrepancies between their viewpoints and alternative perspectives (Cranton, 2002). Activating events have also been described as "teachable moments" (Keen & Woods, 2016).…”

Section: Activating Eventsmentioning

confidence: 99%

Multidisciplinary Team-based Model for Faculty Supports in Online Learning

Dalton¹,

Thornton²,

Dinsmore³

et al. 2019

CELT

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This study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants’ perspectives. Analysis reveals faculty reflected positively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course development and faculty support. Based on a cross-case analysis using Cranton’s (2002) adaptations to transformative learning theory, findings indicated the importance of critical reflection and discourse during the course development process. Lastly, the need for development teams to acknowledge time-management concerns and to consider instructors as novice learners is recognized as an essential requirement to online course development. La présente étude se penche sur l’expérience de trois nouveaux instructeurs en ligne utilisant un modèle d’élaboration de cours multidisciplinaire fondé sur le travail d’équipe. Nous nous demandons comment cette expérience est susceptible de transformer leur connaissance de l’enseignement et de l’apprentissage. Des entrevues individuelles approfondies avec les instructeurs pendant l’élaboration des cours nous ont permis d’observer le point de vue des participants. Selon notre analyse, les enseignants ont formulé des réflexions positives au sujet du processus d’élaboration dans son ensemble. Ils ont dit vouloir incorporer leurs nouvelles connaissances dans la conception de leurs cours à l’avenir, ce qui suggère que le modèle constitue une assise solide pour l’élaboration de cours en ligne et pour le soutien des enseignants. Fondés sur une analyse transversale faisant usage des adaptations de Cranton (2002) aux théories de l’apprentissage transformationnel, nos résultats mettent en relief l’importance de la réflexion critique et du discours dans le processus d’élaboration des cours. Enfin, nous prenons acte du fait que l’équipe d’élaboration des cours doit prendre en compte les préoccupations en matière de gestion du temps et doit considérer les instructeurs comme des apprenants débutants. Ce sont là des exigences essentielles pour l’élaboration de cours en ligne.

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Creating Activating Events for Transformative Learning in a Prison Classroom

Cited by 10 publications

References 22 publications

Rehabilitation of Inmate Young Offenders and the Education system:Offenders’ Perspective in South Africa

Rehabilitation of Inmate Young Offenders and the Education system:Offenders’ Perspective in South Africa

Fostering Transformative Learning in Educational Settings

Multidisciplinary Team-based Model for Faculty Supports in Online Learning

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