Exercising fundamental rights in punitive conditions: education in Spanish prisons

Bedriñana, Karen G. Añaños; Bedriñana, Fanny Tania Añaños; Martín, José Antonio Rodríguez

doi:10.1080/13642987.2019.1601084

Cited by 6 publications

(7 citation statements)

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“…These principles also form part of Human Rights. Although a person is sentenced to prison, loss of liberty does not exempt that person from protection and enjoyment of those rights [4].…”

Section: Introductionmentioning

confidence: 99%

Factors of Prison Recidivism in Women: A Socioeducational and Sustainable Development Analysis

López

Bedriñana

2021

Sustainability

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This article analyses women sentenced to prison in Spain (in open, closed, or ordinary regimes) to examine the risk and protection factors fundamentally related to criminal-prison recidivism. The study is national in scope, with a stratified representative sample of 756 female inmates, 446 in a closed environment and 310 in an open one. The women were surveyed using mixed questionnaires, and the data were analyzed using various tests and quantitative models of analysis. The results show the relationship between recidivism and different sociological and criminological characteristics. They highlight national origin as a risk factor for both samples. Age, addiction profile, criminal antecedents as a minor, and age at which the woman first went to prison were also assessed. Protective factors included official education, with education during the sentence as the most important, as well as courses and/or intervention programs attended. All of these issues contribute not only basic knowledge on the topic—for women while in prison and on temporary release—but also the foundations for improving prison socioeducational interventions/treatments and sustainable human development, and for preventing recidivism based on the best, most effective programs that focus on these issues.

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“…These principles also form part of Human Rights. Although a person is sentenced to prison, loss of liberty does not exempt that person from protection and enjoyment of those rights [4].…”

Section: Introductionmentioning

confidence: 99%

Factors of Prison Recidivism in Women: A Socioeducational and Sustainable Development Analysis

López

Bedriñana

2021

Sustainability

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“…Education is both a fundamental public right and a necessity for all people in today's society. The State must protect and promote access to and development of educational processes in conditions of quality, regardless of social, legal, economic, employment, context, and prison conditions, in order to prevent any situation of vulnerability [1][2][3]. The re-education and reintegration of prisoners are one of the main objectives of prison action, in accordance with Article 25.2 of the Spanish Constitution (1978) [4] and various international regulations [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

The Professional Dimension in Spanish Prison Socio-Educational Action

et al. 2021

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(1) Background: The article addresses the reality of prison professionals in ordinary and open prison conditions, which includes the perceptions of women prisoners, due to their low institutional presence that limits their reintegration, from a socio-educational perspective. The aim is to analyse psycho-emotional, educational, and work-related dimensions of professionals and the perception of female prisoners. (2) Methods: The study was carried out with a mixed design from two research projects. The sample consisted of 102 professionals and 75 women from 13 autonomous communities. The instruments were semi-structured questionnaires and interviews with the female prisoners. For the analysis, content analysis, basic statistics, contingency tables, and independence tests were carried out. (3) Results: The results indicate a lower presence of educational professionals and a higher presence of women. Most of them believe more in the reintegration of women, but see ordinary imprisonment and drug consumption as a limitation for it. The professionals state the lack of resources, bureaucratisation, and management, lack of training, and retraining as the main problems and needs. For their part, women demand individualised interventions adapted to their circumstances. (4) Conclusions: In short, it shows a professional reality that can be improved but with strengths such as motivation, experience, and social skills. The socio-educational dimension is valued for the dignification of women prisoners, their transition to life in freedom, and their reintegration.

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“…Institutionalized Persons all have varied educational backgrounds, knowledge, abilities, and skills associated with formal education, even in countries with a universal right of access to 10 or more years of schooling. A large minority of incarcerated persons-commonly between 25 and 40 percent-face difficulties in math, reading, and digital literacy, as well as conducting basic social transactions (ONU, 1948;Plemons et al, 2018;Añaños et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Research has shown that these programs can reduce recidivism rates and provide student inmates the skills necessary to reintegrate into society and the opportunity for career advancement (Brosens et al, 2020;Hughes, 2012;Smith, 2021). Education acts as a prerequisite for reducing recidivism and reintegration into society by providing access to the means of reconstructing one's self to benefit the community, governments, and the world (ONU, 1948;Añaños et al, 2019). Research shows effectively educated prisoners are less likely to find themselves returning to prison after release (Vacca, 2004;Ellison et al, 2017;Szifris et al, 2018;Ortiz & Jackey, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Education is not always considered a right but rather a privilege in society, however, education should be seen as a basic human right that all nationals are required to protect, and enforce regardless of context, breaking past the confines of literal and figurative prison walls (ONU, 1948;Añaños et al, 2019). Education has transformative possibilities, particularly as education has been, or failed to be, promoted within systems of incarceration (Courtney, 2019;O'Grady & Hamilton, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Reaching at-Risk Student Populations During a Pandemic: The Impacts of Covid-19 on Prison Education

Montenegro

2021

Front. Commun.

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Since the onset of the COVID-19 pandemic, higher education programs in prisons have suffered due to continued overcrowding, modified schedules, limited access to facilities, 21,183 documented COVID-19 positive cases in the United States Correctional Facilities, an over 11 million documented COVID-19 positive cases in Correctional Facilities across the globe and seemingly uncontrollable outbreaks. Existing challenges for prison education programs have been substantially exacerbated by the COVID-19 pandemic, emphasizing a need to reinvigorate correspondence instruction modalities of teaching so that effective instruction in prison systems can continue. This study analyzes the current situation, strengths, weakness and opportunities available for best communication practices within the established instructional modality in prison and correspondence education during the current pandemic.

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Exercising fundamental rights in punitive conditions: education in Spanish prisons

Cited by 6 publications

References 0 publications

Factors of Prison Recidivism in Women: A Socioeducational and Sustainable Development Analysis

Factors of Prison Recidivism in Women: A Socioeducational and Sustainable Development Analysis

The Professional Dimension in Spanish Prison Socio-Educational Action

Reaching at-Risk Student Populations During a Pandemic: The Impacts of Covid-19 on Prison Education

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