Studying while doing time: understanding inmates’ conceptions of learning

Abstract

Low levels of education and dropping out of school are associated with criminal involvement. The Portuguese prison system, similar to other prison systems (e.g. England), offers prison-based educational programmes so inmates can complete compulsory education. However, the completion rate of these educational programmes is low, and the dropout rate is high. Deepening our understanding of how inmates conceptualise learning and how they engage in learning will improve the quality of the prison-based educational services and promote school enrolment. Data from a phenomenographic study of 30 Portuguese inmate students, ranging from 20 to 58 years of age, revealed an understanding of learning focused on the instrumental role of knowledge and its application in the short-term (e.g. learning how to read) and on integration in the prison system (e.g. learning how to play draughts to fit in the yard). Moreover, a broader understanding of learning that reflected particular forms of learning favoured within the prison context also emerged in the discourse. For example, learning was described as an opportunity to reflect upon their previous offence and behaviours and on the need to avoid violence. Participants also stressed the importance of setting an academic example for their children by engaging actively in learning and the significance of occupying one's time in prison in a positive and beneficial manner. Findings allow a first approach to prison students' involvement in school learning by listening to the inmates' opinions and thoughts, and they offer promising suggestions to improve the organisation of prison-based educational programmes.

Exploring Educational Opportunities for Foreign National Prisoners in Europe

“…As there are numerous positive outcomes related to participation in education during a detention period (e.g., decreasing recividism, Kim & Clark, 2013;transforming lives, Behan, 2014;Stern, 2013; retaining a sense of agency within the controlled and coercive prison environment, Behan, 2014; creating a regime of dynamic security, Costelloe & Langelid, 2011), it is important to explore the educational opportunities for FNPs. However, the majority of the academic research about prison education focuses only on national prisoners (e.g., Rosário et al, 2016;Roth & Manger, 2014). Thus, the question remains whether FNPs have the same opportunity to learn as prisoners detained in their own countries.…”

The Impact of Correction Center Formal Education Program on Offenders’ Psychosocial Development the Case of Delo Mena, Goba and Sheshamene Correction Centers Primary Schools Bale-West Arsi Oromia South East Ethiopia

“…Furthermore, according to Rosario et al (2016) learning is described by inmate students as a means to acquire knowledge and competencies with practical applicability, thereby preparing them for life outside of Correction, and more immediately, helping them in the daily tasks and issues they face in Correction. In Norway the study showed that the Correction inmates are generally quite satisfied with the education quality, that they are highly motivated, and use appropriate learning strategies (Diseth et al, 2008).…”

“…Likewise, Duwe and Clark (2014) found that, obtaining a secondary degree in Correction significantly increased the odds of securing post-release employment. Thus, Rosario et al (2016) noted that Correction educators must support prisoners who enroll in learning activities and prevent early drop out by designing new and creative Correction-based educational programmes.…”