The purpose of this research will be to present the classroom management issues faced by prison teachers and introduce strategies applied by prison teachers managing them within the formal education system in correctional service. Cell classrooms, inmate students, and prison teachers’ characteristics and the importance of prison education are to be analyzed within Kosovo Correctional Service. To reach these goals three questions will be raised: 1. What are the classroom management issues in prison (...) schools? 2. Are the prison teachers professionally prepared to teach to inmate students? and 3. Do prison schools differ from schools in the common world? This study will be introduced through qualitative data and a literature review as instruments of the study dedicated to prison classroom management and characteristics, teachers and inmates’ responsibilities and benefits within the informal education system within Kosovo Correctional Service. The research findings revealed that similar classroom management issues are present in prison schooling compared to classrooms in the free world; prison teachers are not additionally prepared to teach in prison classrooms to inmate students. Prisoners, who plan to rehabilitate and reintegrate themselves through formal prison education, want their circumstances and prison characteristics to be taken into consideration by all factors involved in their schooling within prison walls. (shrink)

While most of Gramsci's party work is well known to education scholars of Gramsci, and the educational aspects of his writings have been repeatedly analyzed, what remains a constant in education‐based Gramsci studies is the nearly universal minimization of this work for what it was, namely party work. For Gramsci, it would have been unthinkable to consider this work outside the framework of a revolutionary party. Yet, for contemporary educational scholars it seems unthinkable to consider Gramsci's work within (...) the framework of a revolutionary party. The goals of this article are to outline Gramsci's interrelated conceptualization of the roles of the revolutionary party; the nature of education within and by the revolutionary party; and the aims of party education. For considerations of space, I limit this analysis to Gramsci's pre‐prison praxis, the period of his active militancy in the PSI and the PCI. I conclude the article with what I consider to be lessons with continued relevance from Gramsci's praxis for the socio‐political economic context faced by today's radical educators. (shrink)

The aim of this research is to analyse the socio-pedagogical actions carried out in Spanish prisons. To do so, we begin by analysing the main regulations covering educational policy in prisons, share as an essential axis the orientation of the custodial sentence towards the re-education and social reintegration of the prisoners, serving as a basis for justifying social intervention. Secondly, we analysed the prison population, where we observed a prevalence of men over women, a greater presence of crimes (...) related to material offences and an average age of the population between 35 and 45 years old. Thirdly, based on the legislative and contextualized review, we analysed the programmes that are carried out in prison, the socio-educational potentials that may arise, through their principal objectives and the target groups they are aimed at, with the purpose of detecting good socio-educational practices. We underline the social and pedagogical function of these activities, as opposed to the therapeutic vision from which they emanate, highlighting the emancipatory potential of such an approach. Finally, we conclude with the professionalizing principles that can guide good practices in socio-educational intervention in prison, both in the Spanish context and in other countries with similar characteristics. (shrink)

(1992). The prisoner's dilemma and educational provision: A reply to Ruth Jonathan. British Journal of Educational Studies: Vol. 40, No. 2, pp. 118-133.

Education is a fundamental process of human life with ethics having an important place in all areas of our life. It is thus important to incorporate ethics into education as a subject. Reports have indicated in how “teaching philosophy can enhance people’s capacity for critical thinking, encourage critical engagements with ideas of self, and improve interpersonal skills, with these being important transferable skills that could help prisoners to prosper once released”. This is in line with the South African (...) prison system’s mandate, which is to maintain and promote a just, peaceful and safe society by correcting offending behaviour in a safe, secure and human environment, thus facilitating optimal rehabilitation and reduced repeat offending. Therefore, for the system to fulfil some of its mandate; ethics education in prison for the purpose of rehabilitating offender’s moral thinking and reasoning in order to correct their behaviour before being released is vital. Ethics training was done at the Johannesburg Correctional Service, with a maximum of 40 voluntary participants. Training was dived into three categories: 1. Tutorials. 2. Practical application of moral values of Ubuntu. 3. Discussion and debating another set of moral values as well as writing of assignments. Participants reported to have gained and learned to respect themselves as well as others, identify their faults and gained self-confidence. Application of this method in ethics education proved to be well received by the participants, as well as how ethics training in prison might be used as an effective tool for moral development and reasoning, thereby rehabilitation. (shrink)

필자들은 수형자들이 스스로 덕성을 회복해 갈 수 있도록 돕기 위하여 유가철학의 인성론과 덕론을 중심으로 수형자들에게 3회기의 덕성교육을 실시하였다. 3회기의 덕성교육은 우주자연의 원리인 원형이정의 천덕(天德)과 인간에게 선천적으로 부여되어 있는 인의예지의 인성(人性=人德)을 인지시키고, 4덕의 실마리인 4단(四端)의 순수도덕정감을 체험하게 하여 본래의 참자기를 회복하도록 하는 내용으로 구성하였다. 곧 1회기는 천지의 운행 작용과 천지의 마음인 4덕, 2회기는 인간의 존재구조와 인간의 마음인 4덕, 3회기는 순수도덕정감의 자각(구방심)으로 구성되었다. 1회기의 시간은 90분이었다. 대상은 총 66명이었으며 세 집단으로 구성되었다. 한 집단은 약 20명씩 이었다. 자료수집 방법은 수형자들에게 3회기의 덕성교육을 실시한 (...) 후 그들이 덕성교육을 통해 체험한 것을 기록한 기록지를 수집하였다. 자료 분석 방법은 수형자의 개인적인 속성보다는 전체 수형자의 공통적인 속성을 도출해 내어 체험의 본질적 의미와 구조를 밝힐 수 있는 Colaizzi의 방법을 사용하였다. 필자 등은 수형자들이 덕성교육을 통해 체험한 결과를 분석 검토하여 덕성교육의 본질적 의미와 구조를 밝힘으로서 인성교육을 위한 자료로 활용하고자 하였다. (shrink)

The organizational changes that occurred within the Italian prison system led to profound modifications in the way juridical–educational professionals working in prison perceive themselves and their role. The present study aims at exploring the representations of their professional identity in two groups of JEPs working in as many correctional facilities in Italy. To reach this goal, the JEPs taking part to the research were administered the Symbolic Drawing of the Organizational Life Space, a graphic symbolic tool useful to (...) understand the main features, values, and culture of an organization. The analysis was performed on the drawings made by the JEPs along with the transcriptions of their discourses while performing the task. The outcomes, presented in a previous study published in Narrare I Gruppi call for a further, in depth, analysis of the JEPs discourses, therefore the present study focuses on such transcripts. This article aims at investigating the specific values connected to the JEPs' pro... (shrink)

Background: Prisons are contexts where nurses are required to have specific skills to ensure that, in a setting designed for the expiation of crime, prisoners receive the same type of care as anyone else. But this is not always the case, giving rise to ethical issues. Research questions: ‘How do correctional nurses describe their working experience in prisons? What issues emerged?’ Methodology: This is a qualitative descriptive study. Following purposive sampling, we conducted five focus groups. Thematic analysis was used to (...) analyse the data. Participants and research context: Our sample included 31 correctional nurses in seven prisons in Northern Italy. Ethical considerations: The scientific merit of this study was recognized by the Academic Board of the University of Genoa. Approval to conduct the study was obtained from the Liguria Regional Government that funded this study and from the Local Health Authority that was the prison nurses’ employer. Formal consent was obtained from all the nurses who volunteered to participate in this study. Findings: Five themes emerged from the focus groups: (1) prisoners’ healthcare needs, (2) negotiation between custody and care, (3) satisfaction of working in prisons, (4) obstacles to quality care and (5) safety. ‘Manipulation’ was a transversal theme that emerged from all the focus groups. Discussion: The problems generated by the clash between prison security and nursing care priorities did not enable nurses to practice autonomously and provide the best possible to care prisoners, giving rise to ethical issues and moral distress. This in turn causes high nursing turnover rates that negatively impact continuum of care. Conclusion: In Italy, correctional nurses urgently require specific education interventions with the participation of all those who work in prisons. Interventions based on the post-modern concept of restorative nursing could offer prison nurses the opportunity to both resolve ethical issues and reduce moral distress. (shrink)

This paper describes a pilot study devoted to developing the teaching of philosophy within prison education in Scotland. The study paired the CoPI approach to learning and teaching with a set of educational resources created around a high-profile MOOC that introduced students to core topics in philosophy. The primary goal of the study was to determine the extent to which the teaching of philosophy in prisons in this specific manner could enhance the intellectual virtues, and thereby the intellectual (...) character, of the students. The results that were collected suggested that the project generated significant success on this front. In addition, the study had a further consequence, which had not been anticipated, in that it also helped the students to develop important personal and interpersonal skills, and thereby also enhanced their character more generally. (shrink)

Four men in a cell in Rebibbia prison, Rome, awaiting trial on serious charges of subversion. One of them, the political thinker Antonio Negri, spends his days writing. Among his writings are twenty letters addressed to a young friend in France Ð letters in which Negri reflects on his own personal development as a philosopher, theorist and political activist and analyses the events, activities and movements in which he has been involved. The letters recount an existential journey that links (...) a rigorous philosophical education with a powerful political passion, set against the historical backdrop of postwar Italy. Crucially, Negri recalls the pivotal moment in 1978 when the former prime minister of Italy, Aldo Moro, was kidnapped and killed by the Red Brigades, and how the institutions then pinned that killing onto him and his associates. Published here for the first time, these letters offer a unique and invaluable insight into the factors that shaped the thinking of one of the most influential political theorists of our time and they document Negri’s role in the development of political movements like Autonomia. They are a vivid testimony to one man’s journey through the political upheavals and intellectual traditions of the late 20th century, in the course of which he produced a body of work that has had, and continues to have, a profound impact on radical thought and politics around the world. (shrink)

The Prisoner's Dilemma is a popular device used by researchers to analyze such institutions as business and the modern corporation. This popularity is not deserved under a certain condition that is widespread in college education. If we, as management educators, take seriously our parts in preparing our students to participate in the institutions of a democratic society, then the Prisoner's Dilemma—as clever a rhetorical device as it is—is an unacceptable means to that end. By posing certain questions about the (...) prisoners in the Prisoner's Dilemma, I show that management educators have created a Prisoners Dilemma, whereby they intellectually imprison themselves and their students by continuing to appeal to the Prisoner's Dilemma. These questions are not encouraged by the advocates of the Prisoner's Dilemma. (shrink)

The contribution resumes the conversation with work of Piero Bertolini – educator, pedagogist, director of the Institute for Observation and Preventive Custody “C. Beccaria” in Milan (1958-1968) – in relation to old and new deviances. In the footsteps of his experiences and reflections, we try to investigate the re-educational paths of “difficult” subjects, outside and inside prison, grappling with the fundamental pedagogical question (what is the desired and legitimate margin of educational intervention?), at one of the most critical junctures (...) for the subject in formation (in the conflict that he is experiencing with the world, with the other and with himself?). Can there be an educational orientation of punishment in the penal experience? How to curb the risk that educating intent on punishing profoundly mutates its meaning, to the point of transfiguring itself into violence? How to interpret that obstinacy to seek and to trigger growth in the difficult situations? What directions of meaning indicated by Bertolini need to be taken up, known and actualized in the care of difficult subjects? The hypothesis is that there is a margin for educating in punishment: it is the responsibility of those who pedagogically interpret criminal events to seize and cultivate it. (shrink)

Education can transform our cognitive world. Recent use of enactivist and enactivist-friendly work to propose understanding transformational learning in terms of affective reframing is a promising first step to understanding how we can have or inculcate transformational learning in different ways without relying on meta-cognition. Building on this work, I argue that to fully capture the kind of perspectival changes that occur in transformational learning we need to further distinguish between ways of reorienting one’s perspective, and I specify why (...) different ways are differently valuable. I propose that recent approaches to Confucian ritual provide a clue to what is missing in characterisations of perspective transformation and the resultant transformed perspective. I argue that focussing on ritualised interpersonal interactions provides a further clue as to what’s missing from a mere appeal to the ritual-based inculcation of new perspectives, namely the kind of lightness and flexibility that some ritualised interactions encourage participants to have, and the deepening of perspective associated with that lightness. I argue that a case study of a project implementing a highly ritualised philosophical practice with prisoners in Scotland shows how these constraints, seemingly paradoxically, function so as to actually deepen the perspectival spaces of those agents. This case study provides a proof of concept for the proposal that certain forms of ritual engagement can reliably bring about the kind of transformation of perspective that is the target phenomenon of transformative learning theory. (shrink)

This contribution deals with the relationship between psychiatry and prison, taking a pedagogical perspective, despite the complexity and interdisciplinary nature of the subject. We started from the reconstruction of the historical and cultural context by linking up with the teachings of Franco Basaglia (one hundred years after his birth), recovering his model of democratic psychiatry that is still relevant and to be reread in a contemporary key, also in the light of new emergencies, as shown by the data collected (...) by the Antigone Association. In particular, a research project carried out at the “Vittorio Madia” Institute in Barcellona Pozzo di Gotto, a former Judicial Psychiatric Hospital, was resumed, also with a view to valorising good educational and cultural practices carried out at other institutes in the national territory in line with what was promoted by the Sicilian reality. The gender perspective was therefore assumed for the development of further research on the topic. (shrink)

Why do public philosophy in prisons? When we think about the value and aims of public philosophy there is a well-entrenched tendency to think in transactional terms. The academy has something of value that it aims to pass on or transmit to its clients. Usually, this transaction takes place within the confines of the university, in the form of transmission of valuable skills or knowledge passed from faculty to students. Public philosophy, construed within this transactional mindset, then consists in passing (...) on something valuable from inside the academy to the outside. In this paper, we reflect on our experiences of taking philosophy into prisons and argue that making the case for public philosophy in general, and philosophy in prisons in particular in these transactional terms risks obscuring what we take to be a distinctive and valuable outcome of public philosophy. Importantly, it risks obscuring what those who participate in a particular kind of public philosophy – including the professional philosophers – experience as valuable about the activity: its transformational potential. (shrink)

This book traces the long-term genesis of the sixth-century Roman legal penalty of forced monastic penance. The late antique evidence on this penal institution runs counter to a scholarly consensus that Roman legal principle did not acknowledge the use of corrective punitive confinement. Dr Hillner argues that forced monastic penance was a product of a late Roman penal landscape that was more complex than previous models of Roman punishment have allowed. She focuses on invigoration of classical normative discourses around punishment (...) as education through Christian concepts of penance, on social uses of corrective confinement that can be found in a vast range of public and private scenarios and spaces, as well as on a literary Christian tradition that gave the experience of punitive imprisonment a new meaning. The book makes an important contribution to recent debates about the interplay between penal strategies and penal practices in the late Roman world. (shrink)

This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an (...) important role in facilitating transformative learning. (shrink)

The Ukrainian translation of the work of the German neo-Marxist philosopher Theodor Adorno "Education after Auschwitz" is dedicated to the 75th anniversary of the liberation of prisoners of the Nazi concentration camp Auschwitz. In this work, which Theodor Adorno read as a report on Hesse Radio on April 18, 1966, the previous theme of special importance – the cultivation of a new, anti-ideological education in post-totalitarian society as a means of humanistic educational influence on this society – was (...) continued. Adorno suggested that his listeners see as a humanistic need for a post-totalitarian society to spread in its cultural space through the education the each person's understanding of own guilt for the Auschwitz tragedy. According to the philosopher, in this way, it is possible to restore the civilization of the coexistence of man and society, and it will make it impossible to repeat the horrors of the Auschwitz concentration camp. Another factor that should prevent the return of Auschwitz crimes, Adorno called the presence of knowledge about the genesis of an authoritarian character, which is the socio-psychological cause of the suffering of innocent people. Having considered the socio-cultural and anthropological factors of the emergence of an authoritarian character, Adorno identified the undoubted psychological dependence of the bearers of a manipulative character on the authoritarian government. The origins of the authoritarian government German philosopher found in the current state of European culture as one that has lost the spiritual energy needed for its own transformation. In accordance with his basic philosophical and educational beliefs, Adorno postulated the new education as an anti-ideological enlightenment, as knowledge that educates primarily politically aware young citizens, as an effective means of preventing the return of authoritarian government and, consequently, the repetition of Auschwitz. (shrink)

The practice of paying prisoners to for their participation in research has long been debated, and the controversy is reflected in the differing policies in the U.S. prison systems. Empirical study of financial payments to inmates who enroll in research has focused on whether this practice is coercive. In this study, we examined whether monetary incentives have the potential to be unduly influential among fifty HIV‐positive prisoners. The majority of prisoners surveyed believed that inmates should receive some compensation for (...) their involvement in research and disagreed with statements suggesting that the offer of payment constitutes undue influence. However, a sense of potentially being susceptible to undue influence was significantly higher among participants who had spent a longer time in prison and had less education. Overall, our findings suggest that most prisoners feel that they would be able to make a decision about research enrollment that is not solely based on an offer of monetary payment. (shrink)

The article, speaking from the double perspective of media history and political aesthetics, discusses the impact of behaviourism and early computer technology on the design of learning environments in the United States after the Second World War. By revisiting B. F. Skinner’s approaches to behavioural techniques and cultural engineering, and by showing how these principles were applied first at US design departments, and later to prison education, it argues that cybernetic and behavioural techniques merged in the common field (...) of design and education. Behavioural design of the 1960s and 1970s furthered the cybernetic dream of total control over the world by addressing the learning environment rather than the individual, and operated within a space of possibility that was governed equally by technology and aesthetics. Behavioural design can therefore be understood as a political technology. (shrink)

A trenchant and wide-ranging look at this alarming national trend, _Disrupting the School-to-Prison Pipeline_ is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The “school-to-prison pipeline” has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby “children are funneled out of public schools and into the juvenile and criminal justice systems.” Scholars, educators, parents, (...) students, and organizers across the country have pointed to this shocking trend, insisting that it be identified and understood—and that it be addressed as an urgent matter by the larger community. This new volume from the _Harvard Educational Review _features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book’s comprehensive portrait of how our education and justice systems function—and how they fail to serve the interests of many young people.". (shrink)

_The Autobiography of Malcolm X_ highlights the eponymous subject’s conversion from aimless rage and criminality to a form of militant study while in prison, a conversion dedicated to understanding the societal foundations of power and racial inequality. Central to this understanding is the idea that new philosophical perspectives and ‘thought-patterns’ are necessary to reprogramme dominant or ‘brainwashed’ mindsets towards organising political resistance. In this article, I explore Malcolm X’s concepts of ‘conversion’ and ‘prison’, identifying them, not only as (...) mere spatiotemporal locations, but also as larger frames in which Malcolm conceives of domination and freedom. I identify Malcolm’s three-aspect account of domination through which radical education and mental liberation drive his project of Black nationalism. I then consider the significance of an unexpected ally invoked by Malcolm: the 17th century philosopher Benedict de Spinoza, described as a ‘Black Spanish Jew’ and presented as an oppositional figure to the western philosophical canon. While this alliance is partly rhetorical, if overlooked, both work through problems of ‘epistemic agency’ and ‘democratic civic agency’ as vital for ameliorating domination and enhancing freedom. Malcolm and Spinoza offer distinct but significant contributions to ideas of domination and freedom in terms of both an individual and a collective capacity to think and act. (shrink)

Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different. _College in Prison_ chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects (...) ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities. Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—_College in Prison_ makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Violent Conflict, the Struggle for Identity, and the Contagion of Mimetic Desire in the Prison EnvironmentCarlos GarciaMy name is Carlos Garcia. I am 56 years old and a junior class member of the Hope College–Western Theological Seminary Prison Education Program. I have lived my entire life in the state of Michigan. Unfortunately, more than forty of those years have been spent in juvenile detention centers, county (...) jails, rehabilitation centers, reformatories, and prisons. I have been accused, tried, and convicted legitimately, and wrongfully, for just about every crime less than murder. Needless to say, I know a thing or two about violence. As a result, I have embarked on a journey to understand and make use of those things I have learned in the field of mimetic desire to challenge the current system of prison politics. This writing is what I hope will be the first of many steps toward comprehensible prison reform and lasting rehabilitative programing within the Michigan Department of Corrections and beyond.What is it that makes the prison environment such a volatile place? Could it be the nature or character of the kind of men and women that fill its beds? What, then, does this say about the societies from which they came? Societies may have, in fact, played the greatest role in creating who they have come to be. [End Page 95] Could it be that their communities shaped their natures and made them into the kinds of people that many now fear and look at with curious fascination? Who we think we are might surprise us. Furthermore, who we think we "might" be may surprise us even more.This essay attempts to address and answer the question, "What role does mimetic desire play in the prison environment, and what effect might it have on the violence therein?" It also addresses how inmate identity might be shaped. Does the intentional limitation of material, intellectual, social, and spiritual resources that one may have also restrict individuality in a way that creates an environment of sameness? I suggest the answer is a resounding "yes." As such, mimetic desire becomes the driving force behind the violence therein.It is, I argue, this environment of sameness and the disintegration of differences—not the differences, in and of themselves—that ultimately leads to mimetic desire, competition, and rivalry. Often, and to the point, this environment is where winning the rivalry replaces the initial desire for the material, intellectual, or social object as the desired goal.As I unpack and answer the question and argument just offered, it is important that we first understand the premise upon which they have been formulated. Mimesis, mimetic desire, and mimetic theory are rooted in the idea of imitation. Mimesis, in and of itself, is nothing new. It is simply defined as "imitation or mimicry."1 In context of this essay, however, I address mimetic desire more specifically, as it has been theorized by its founder, French professor of history and literature René Girard. Luke Burgis, the author of Wanting: Mimetic Desire in Everyday Life, defines mimesis as "A sophisticated form of imitation that in adults is usually hidden. In mimetic theory, mimesis has a negative connotation because it usually leads to rivalry and conflict."2 Mimetic desire is defined as "Desire generated and formed through the imitation of what someone else has already desired."3 This means that what we want or desire is what the other—someone we might consider to be a model or mediator—wants, or desires, not necessarily because of the intrinsic value of the object, but because of the value we perceive the other's desire has placed on it. Again, it is mimetic desire sitting at the center of most conflicts and of the struggle for identity (i.e., autonomy) that I believe makes the prison environments volatile.We, as a species, struggle to find our place in the world. Each of us is trying to create our own identities, individually, culturally, collectively, even nationally. In very few places is the struggle more real, or its potentially violent consequences more severe, than in the prison environment. The identities of most inmates have been lost or stripped... (shrink)

In this article, Aislinn O'Donnell offers a set of reflections on the relation between therapy and education. In the first section, she examines criticisms of therapeutic education, mobilizing the example of prison education to highlight the difficulties that arise from imposing prescriptive modes of subjectification and socialization in pedagogy. In the second section, she addresses the relation between therapy and education by focusing on just one element of the experience of education: those moments at (...) which a subject has the potential of becoming significant in the life of a student. An important dimension of the educator's authority involves noticing such moments, fostering the conditions that make them more likely, and engaging in the creative process and practice of deciding how best pedagogically to respond to these moments. In the third section, O'Donnell develops this idea by detailing a philosophical approach and practice that understands “effectiveness” in education as bound to practice, creative responsiveness, and the judgment of the educator in concrete, singular pedagogical situations, rather than construed in terms of generic models of “best practice.”. (shrink)

Abstract Michel Foucault has been an academic cause célèbre for some time, spaivning untold thesis papers and dissertations illuminating oppression's invisible fingerprints on history, literature, gender, and government. Yet for all his ceutrality in American higher education, Foucault's books are not studied so much for their substantative content as for their underlying insights into the forces shaping society. This paper confronts this paradox through a critique of the apotheosis of Foucaultian analysis, Discipline and Punish: The Birth of the (...) class='Hi'>Prison. Discipline and Punish can be understood as a masterful harnessing of leftist assumptions about capitalism to reconfigure history. The extent to which Foucault distorts history to support his thesis, however, seriously undermines the practical relevance of his brand of social science. (shrink)

Kaur (2012) raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue (...) this pattern, and face other non-learning barriers that impact on participation and accreditation outcomes (Prison Education Trust, 2018). Departing from conventional modes and methods of teaching, this article examines the transformative journeys of former offenders, and considers the role of education in supporting them to lead more productive and meaningful lives. (shrink)

The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within (...) this approach, and in particular the extent to which direct social interaction with such exemplars is crucial to the implementation of this educational methodology. (shrink)

This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. (...) Individual benefits enhance community-wide development. New 'narrow' social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK 'narrow' social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. (shrink)

Respect for victims requires that we have social systems for punishing and condemning (reproving) serious crimes. But, the conditions of social marginalization and political subordination of the communities from which an overwhelming number of prisoners in the United States come place serious barriers in the face of effective reprobation. Mass incarceration makes this problem worse by disrupting and disrespecting entire communities. While humanities education in the prisons is far from a total solution, it is one way to make reprobation (...) meaningful, so long as the prison classroom is a place where the educators’ values are also put at risk. (shrink)

Le contexte des prisons africaines offre amplement matière à revisiter l’idée classique de l’inutilité de certaines criminalisations. Dans un monde plus que jamais dominé par le spectacle des châtiments et des modèles de justice expéditives, il est bienvenu de replacer le rôle de l’éducation dans la prison, puisque tout détenu emprisonné, aussi démuni et à plaindre soit-il, est riche de son temps, et capable de résilience et de perfectionnement. Encore faut-il, sous peine de paraître très idéaliste, dessiner de manière (...) convaincante les lignes directrices de la rédemption par la formation et les études dans le cadre de la prison. Les prisons ne sont pas des mouroirs, tel est le leitmotiv de l’entretien passionnant entre sept spécialistes des prisons dans l’enceinte de la prison de Libreville et le truchement de l’œuvre de Diangitukwa et de Siadous. (shrink)

BackgroundThe principle of equivalence in prison health has been established for nearly four decades. It seeks to ensure that prisoners have access to the same level of healthcare as members of society at large, which is entrenched within the international legal framework and England’s national health policies.AimsThis study examined how key policymakers interpret and implement the principle of equivalence in English prisons. It also identified opportunities and threats associated with the application of the principle.MethodsIn total, 30 policymakers took part (...) in this research. These participants engaged in policymaking activities and occupied positions of authority in the prison field.ResultsDespite the policymakers’ consensus on the importance of the equivalence principle, there was a varying degree of understanding regarding what constitutes ‘equivalence’. Participants described how the security culture impedes prisoners’ access to healthcare services. Additionally, the increasing size and complexity of the prison population, coupled with a diminishing level of resources, reduce the level of care being provided in prisons and thus compromise implementation of equivalence in English prisons.ConclusionsInconsistent interpretation of equivalence, the prevailing security drive, increasing numbers and health complexities of prisoners and fiscal austerity threaten the implementation of equivalence in English prisons. This research calls for new guidance on how to interpret and implement equivalence, along with measures to educate prison governors and staff on the prison rehabilitation value, ensure greater investment in prison health and consider alternatives to imprisonment to future-proof the principle of equivalence in the English prison system. (shrink)

Today in the United States, more than two million people are in prison, with no less than twenty million carrying felony convictions that will most likely diminish their earning capacity, bar them from certain occupations, and, depending on the state in which they live, prevent them from voting. These stark statistics are not just numbers to me. For most of the last decade, I have been deeply involved in the Bard Prison Initiative—commonly known as BPI—which is a full (...) liberal arts program, leading to Bard College degrees, that operates in six New York State prisons. Spending time in these prisons and some others, getting to know people who are being held there or who have been in custody, and learning about the... (shrink)

In this essay Ken McGrew critically examines the school-to-prison pipeline metaphor and associated literature. The origins and influence of the metaphor are compared with the origins and influence of the competing prison industrial complex concept. Specific weaknesses in the pipeline literature are examined. These problems are described as resulting, in part, from the influence that the pipeline metaphor has on the thinking of those who follow it. McGrew argues that addressing the weaknesses in the literature, abandoning the metaphor, (...) and adopting a more complex theoretical orientation grounded in critical scholarship, will enable educational scholars to better capture the relational nature of the social phenomena being described while simultaneously making their work more useful to emerging movements for social justice. (shrink)

Procjenjuje se da trenutačno u Republici Hrvatskoj tijekom godine oko 12 000 djece ima jednog ili oba roditelja u zatvoru, dok je broj djece bivših zatvorenika značajno veći. Djeca zatvorenika svakodnevno se susreću sa stigmatizacijom zbog roditeljskog izvršavanja kazne. S obzirom na to da su odgojno-obrazovne ustanove mjesta koja mogu imati protektivnu ulogu, provedeno je istraživanje o stavovima pedagoških profesionalaca prema djeci zatvorenika. Rezultati pokazuju kako kod pedagoških profesionalaca postoji tendencija biološkom determinizmu, uz neujednačenost u strukturama afekata, ponašanja i kognicije. (...) Struktura stavova nije povezana s radnim iskustvom i razinom formalnog obrazovanja pedagoških profesionalaca. Ipak, u subskali kognicije pokazalo se da nešto pozitivnije stavove imaju pedagoški profesionalci koji su prethodno imali iskustva s djecom zatvorenika. Dobiveni rezultati ukazuju na potrebu i vrijednost dodatnih edukacija za pedagoške profesionalce na temu rada s djecom zatvorenika, kao i jačanje socijalne mreže podrške djeci i obiteljima koja bi uključivala vršnjačku podršku, zagovaračke kampanje za širu javnost, intersektorsku suradnju te participativna istraživanja s djecom, obiteljima i zatvorenicima. It is estimated that in Croatia around 12 000 children have one or both parents in prison, while the number of children of ex-prisoners is even higher. Children of prisoners are stigmatized on daily basis, due to parental incarceration. Regarding the fact that educational institutions can be a safe-places with strong protective role, the survey among pedagogical professionals towards children of prisoners was conducted. Results showed that pedagogical professionals nurture biological determinism, with inconsistency in structural aspects of affects, behavior, and cognition. The structure of the attitudes is not connected with professionals’ working experience, and their formal level of education. However, in the cognition subscale, more positive attitudes have pedagogical professionals with previous experiences with children of prisoners. Obtained results reveal the need for further education about children of prisoners, as well as the need for strengthening the social support for children and families, including peer support, advocacy aimed at broader society, intersectoral cooperation, and participative research engaging the children, families and prisoners. (shrink)

This paper, drawing on original sources, provides an overview of and a discussion on those writings and ideas, in Antonio Gramsci's huge corpus of work, that are relevant to the education of adults. This should provide a fitting tribute to this major social theorist of the 20th century on the 70th anniversary of his death. Among the topics discussed are those of adult education for industrial democracy, adult education and cultural preparation, adult literacy, prison education, (...) adult education and the Southern Question with specific reference to immigration, and, most important of all, adult education in the context of an intellectual and moral reform. (shrink)

England, known as “the empire without sun settling down” and being among the final winners of the World War I (1914-1918), had one of the heaviest defeats of its history against the Ottoman Empire in the Kut al-Amara, which happened on 29 April 1916 close to Baghdad. Following the defeat of Kut al-Amara, which was the most important war trauma for England during the World War I, the Turks and Germans, as winner side of the battle were evaluated by British (...) prisoners from military, political, cultural and socio-psychological aspects in their memories. Content analysis method is used in the article for qualitative evalution of the data related to the Turkish and German image reflected in the memories of British prisoners after the siege of Kut al-Amara. The alliance between Turks and Germans is regarded as contrast in terms of important elements as national and ethnic identity, language, religion and culture in the main sources of the research as My Compain by Charles Townshend, Besieged in Kut and After by Barber, A Kut Prisoner by Bishop, In Kut and Captivity with the Sixth Indian Division by Sandes, The Secrets of a Kuttite by Mousley which occationally use exaggerated language and the subjective information due to the impact of traumatic defeat.Summary: Being a heroic epic in the war history of Turkey, Kūt al-‘Amāra has been the subject of very fewer researches until recently, despite its importance in Turkey’s history. This argument is supported by the fact that the memoirs by Ottoman soldiers related to the WWI, which also encompass information about Kūt al-‘Amāra, were published half a century after the war at the earliest. Unlike the records of Turkish soldiers participating in Kūt al-‘Amāra, the memoirs and the war diaries of British soldiers were published shortly after the war, as early as possible, between the years of 1918-1921. The authors of these memoirs and war diaries informed the public on the reasons for the defeat of Kūt al-‘Amāra on the one hand, and on the other hand created the Ottoman and Turkish image which was concidered differently in the British society in terms of culture and civilization. They also strengthened this image over that of German’s, with whom they shared many common values despite the fact that they represented the opposite fronts of the war.It is worthy mentioning that the role of the Ottoman army in the victory of Kūt al-‘Amāra was highly underestimated by the memoirs of the British prisoners. According to the authors, it is not the Turkish army that has achieved real victories over the British, but Germany’s support, notably General von der Goltz, the great strategist of Europe. The effects of bad weather conditions and geographical situation are also emphasized among the reasons of the defeat of Kūt al-‘Amāra. Consequently, the success of the Turkish army in the victory of Kūt al-‘Amāra was ignored, except for the role of Halil Pasha. The image of an army that knows the trench and defence techniques well, but fails to attack is one of the prominent evaluations in the memoirs related to the Turkish military characteristics.The British prisoners of war, who evaluate the Turkish and German image through the economic and political situation, draw a very desperate picture of the situation of the Turks in the mentioned areas. According to this image, corruption and bribery prevails at every stage of the Turkish government. The Turks are unable to repay their dept to Germany, which dominates the economy of the country completely. According to these records, besides ordinary people, the army is also facing great difficulties in meeting basic requirements. To convert the Ottoman Empire into their own property and keep the Turks under their control in military, economic and political spheres, the Germans lend a high amount of money.On the basis of Turkish soldiers encountered in Kūt al-‘Amāra, the British prisoners characterizes the Turks as physically large, hard and strong-bodied people. The authors also note that the Turks are not as cold-blooded, calm and obedient as they seem at first sight, rather they become rude people when they get angry. Another feature that British prisoners evaluate as a potential of the Turks, is their childish spirit. In as much as they are happy with small things and can be offended by small things. According to the memoirs, the Germans should not be allowed to benefit from these characteristics of the Turks, but the British should take the advantage of their potential power.The moral characteristics of the Turks and the Germans are among the most emphasized subjects. Written in exceptional time such as war, sometimes the diaries include exaggerated and sentimental phrases related to the moral attitudes enemy soldiers exhibited during siege, as well as captivity. Turks are regarded as negligent and careless rather than cruel or ruthless. They owe these characteristics to their Eastern identity, which is different from the Europeans having virtues such as task responsibility and diligence. The moral characteristic of the Turks regarding the duty, responsibility and kindness is evaluated comparatively with the civilized and humanistic behaviors of the Germans towards the prisoners. Being Europeans, the Germans often come to the fore because of their more polite treatment towards the British prisoners. Although the Germans as an enemy fought against the British on the front, they were kind to them in the Ottoman territories as the only civilized people among the barbarian peoples of the East.The Turks and the Germans are compared in the field of education, as well as other areas of development. The authors emphasize that the education level of the Turks is very low; Armenian and Greek subjects of the Empire are its brain and financial resources, which is the reason why the Turks are anxious about them. The Germans have the superiority in both transportation and communication technology in the Ottoman territories. One of the reasons they had a huge investment on the Ottoman territories is the Berlin-Istanbul-Baghdad-Basra railway. The British prisoners give details on the German communication technology they encountered during both the battle and the captivity days in Anatolia. In addition to the transport and communication technology, they also record much German-made military equipment, from weapons to maps.Evaluating the Turks and the Germans as opposites, the British prisoners draw an image for the latter, with whom they share a common cultural legacy, as a fully equipped enemy in terms of technology and strategy on the front, and the civilized Europeans characterized with their virtue in non-war situations. On the contrary, the Turks are described as a strong defender and daredevil soldiers on the front line, but strategically weak on the front. In terms of duties and responsibilities, the Turkish soldiers are presented with negligent and irresponsible approach towards their prisoners. The images of the Turks and the Germans, which are compared by the British prisoners, are often based on their Eastern and Western identity. The Turks symbolize the East with economic, political and cultural backwardness, yet quite the contrary, the Germans symbolize the West in terms of development, modernity and civilization. The British prisoners sometimes used exaggerated expressions in their approaches regarding both sides, as well as different details in terms of information and interpretation about the same event, due to the trauma of defeat. (shrink)

Evolutionary applications of game theory present one of the most pedagogically accessible varieties of genuine, contemporary theoretical biology. We present here Oyun (OY-oon, http://charlespence.net/oyun), a program designed to run iterated prisoner’s dilemma tournaments, competitions between prisoner’s dilemma strategies developed by the students themselves. Using this software, students are able to readily design and tweak their own strategies, and to see how they fare both in round-robin tournaments and in “evolutionary” tournaments, where the scores in a given “generation” directly determine contribution (...) to the population in the next generation. Oyun is freely available, runs on Windows, Mac, and Linux computers, and the process of creating new prisoner’s dilemma strategies is both easy to teach and easy for students to grasp. We illustrate with two interesting examples taken from actual use of Oyun in the classroom. (shrink)

It is difficult to respond creatively to humiliation, affliction, degradation, or shame, just as it is difficult to respond creatively to the experience of undergoing or inflicting violence. In this article Aislinn O'Donnell argues that if we are to think about how to address gun violence — including mass shootings — in schools, then we need to talk about violence inside and outside schools. Honest, and even difficult, conversations about violence and vulnerability can take place in schools, and there are (...) ways of working with curricula and student voice that can allow for this. If pedagogy is to play a role in reorienting responses to violence and vulnerability, discussion of equivocal and ambivalent responses to corporeal vulnerability, and of histories and genealogies of violence, must be invited. We need to acknowledge that we do not have, and we may well never have, a world without violence. Drawing upon the experience of teaching philosophy in nontraditional learning environments, including prison, O'Donnell argues for an approach to pedagogy and curricula that invites difficult conversations about the complexity of violence. (shrink)

The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical purposes (...) of daily perception. School models the relationships that students will develop between what they perceive, what they think about it, and how they act accordingly. Next, the paper elaborates on the notions of “school aesthetic matrixes” and “space and place in school”. School aesthetic matrixes refer to perceptual patterns that allow characterizing relationships between daily perception and the pedagogical project of a school. They manifest through expressions such as prison school, home school, mall school, etc. Space and place in school allude to concomitant experiences, of corporeal basis, that allow describing how we inhabit the world. What distinguishes them is the approach each one gives to the senses and the body. The paper concludes by calling attention to the comprehension and role of perception in education, urging to mind the aesthetic-pedagogical character that students develop throughout 12 years of schooling. Ultimately, the key relationships we develop with ourselves, others, and the world, entail a basic perceptual dimension that can be educated to become more purposefully and integrally present in life. (shrink)