Affiliation:
1. Department of Health and Social Care , Burnley College , Burnley, Lancashire, BB12 0AN, UK
Abstract
Abstract
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.
Reference63 articles.
1. [1] Arendt, H. (1998). The Human Condition. London. The University of Chicago Press.
2. [2] Armstrong, R., & Ludlow, A. (2016). Educational Partnerships Between Universities and Prisons: How Learning Together can be Individually, Socially and Institutionally Transformative. Prison Service Journal, (225), pp. 8-17.
3. [3] Attard, K. (2012). The role of narrative writing in improving professional practice. Journal of Educational Action Research, 20 (1), pp. 161-175.
4. [4] Bandura, A. (2002). Selective Moral Disengagement in the Exercise of Moral Agency. Journal of Moral Education, 31 (2), pp. 101-119.
5. [5] Berger, P. & Luckmann, T. (1971). The social construction of reality: A treatise in the sociology of knowledge. London. Penguin University Books.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献