Experiences of Learners Who Are Incarcerated With Accessing Educational Opportunities in Ontario, Canada

Abstract

Access to education is a human right that should be upheld for everyone including individuals who are incarcerated as outlined in Article 26 of the United Nations Universal Declaration of Human Rights. 25 interviews were conducted between April to June 2021 with various key stakeholders: 5 staff involved with the delivery of educational programs in jails, 10 learners who are or were formerly incarcerated, and 10 representatives from post-secondary institutions or jails. The objective was to identify barriers limiting access to education, while incarcerated and post-release, and how such barriers can be mitigated. Responses were examined using Critical Race Theory as a paradigm and thematic analysis as a methodology. Findings indicate that access to education for individuals who are incarcerated remains limited, not prioritized, and overall an underdeveloped sector in Canada. More funding and resources need to be allocated to prioritize education and expand the capacity of incarceration facilities to offer more programming in ways that are accessible and socio-culturally relevant.

Impact of Race and Culture Assessments (IRCAs) in combatting anti-Black racism and reducing recidivism

“…People living in low-income areas are more likely to be exposed to more frequent violent acts and are at greater risk of experiencing fatal and non-fatal shootings (Helpguide, 2022;Khenti, 2013). Greater and more frequent exposure to violence reduces the likelihood of educational achievement and limits future economic success (Centers for Disease Control and Prevention, 2022;Eizadirad & Chambers, 2023;James, 2012;Khenti, 2013;Sharpe, 2022). Exposure to violence at the community level also contributes to greater mental health issues and a greater likelihood of engagement in risky behaviour such as involvement with gangs and criminality (Eizadirad, 2023;McMurtry & Curling, 2008).…”