Devastation and innovation: examining prison education during a national pandemic

Abstract

Purpose This paper aims to highlight the impact that Covid-19 has had on the quality of education in prisons. This study considers the restrictive approaches taken by Her Majesty’s Prison Service during this challenging time, to argue that prisoner education is not being adequately prioritised. This study highlight issues relating to the digital divide in prisons and the lack of technological advancement, which could improve educational continuity and in-cell learning. Design/methodology/approach This study provides an examination of the broad impact the national pandemic has had on prisons and punishment, Covid-19 National Frameworks and policies relating to prison restrictions, the movements within prisoner education policy, scholarship and reflections from delivering Learning Together in HMP Full Sutton, to argue that prisoners are at the bottom of the educational hierarchy in terms of delivery, innovation and prioritisation of learner needs. However, this study proposes that some of the technologically enhanced learning is a potential solution, to transform educational equity and to reduce the digital divide. Findings This study highlights that education in prisons has taken a sudden and substantial deterioration. Findings suggest that there are few signs of this improving in the immediate future due to ongoing national restrictions. The Covid-19 prison restrictions further demonstrate the neglect of prisoners' educational needs. In addition, the national pandemic has highlighted the lack of use of technology within educational delivery in prisoners. However, findings suggest that through engaging digital learning platforms and the greater inclusions of technology in prisons, they can enhance educational opportunities and inclusive experiences for isolated learners. Research limitations/implications This is a study piece with support from a review of policy and scholarship. This is not based on data collected with serving prisoners during the national pandemic. Originality/value This study provides an overview of the current restrictions and lockdowns in prison associated with the national pandemic. Contemporary consideration to this underexplored area is essential to highlight the severe deprivations of prisoners and the fundamental impact this has had on educational delivery and much anticipated progression. Nuanced approaches to increase the use of technology within prison education are considered, in light of the challenges the pandemic has spotlighted.

Digital Education for Incarcerated Students: A Systematic Literature Review

“…Conclusively, Bradley and Davies (2021) highlight the need for urgent action to improve the quality of education in prisons during the pandemic. The digital gap in prisons needs to be addressed, and technological resources should be made available to prisoners to enhance their learning experience.…”

Developing a Virtual Nature Laboratory of Faculty Social Science (LAV-FIS) to Assists Field-Based Learning during Pandemic: A Need Analysis Review

“…This crisis certainly gave rise to new innovations in the field of learning [64]- [66]. Learning in this time of crisis makes us more in touch with technology [65], [67]- [69]. Features that are useful in learning are also increasingly diverse, for example online meetings [70]- [72].…”

Challenges in deploying educational technologies for tertiary education in the carceral setting: Reconnecting or connecting?

“…Across the world, prisons are reporting being understaffed. In these situations, activities are prioritised and education is usually not near the list of those priorities (Bradley & Davies, 2021).…”

“…At the time of writing, educators are still not allowed on prison sites and educational programming has not resumed in many places. While educators 'outside the wire' pivoted to use educational technologies to connect with learners, these options were not available for incarcerated learners (Bradley & Davies, 2021). In Aotearoa New Zealand, Ara Poutama Aotearoa Department of Corrections did consider the rapid deployment of tablet technologies for prisoners, but ultimately it was decided it would be detrimental to rush such an initiative without due consideration to content strategies and a rigorous hardware options analysis.…”

“…Especially in the wake of the pandemic, the tertiary landscape is moving away from hard copy materials and face-to-face delivery, to one that is leveraging the affordances of educational technologies (Bradley & Davies, 2021). Even face-to-face programs usually incorporate some online and digitally enabled aspects in a blended learning model, usually requiring access to a learning management system and the internet.…”