coventry presentation final 14-11-13
DESCRIPTION
Lecture to criminology students at Coventry University - shows findings from previous research and emerging findings from current PhDTRANSCRIPT
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Prison Education, Higher Education
and
Desistance
Coventry University 14th November 2013
Anne Pike, The Open University
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• Introductions
• Prison Education
• HE Distance Learning
• Previous research – IT issues
------------
• My current research – post-
release issues
• Discussion/exercise
Outline of Lecture
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Me
• Ex Prison Teacher
• Ex Ofsted inspector
• Open University lecturer
• Researcher/ Consultant
• Passionate about the benefits of
appropriate education for prisoners
You?
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L1 Literacy and Numeracy
L2 Core Curriculum
OU Access
L2+ courses
HE
Adult Prison Education
Skills Funding
Agency’s
Contracted
Providers
OLASS4
Distance
Learning
Pro
gre
ssio
n
Independent Providers
(OU, NEC, Stonebridge etc.)
Occasional day release to
College
Limited taught L3 provision
Basic
Classroom
Education
NOT INCLUDING TRAINING WORKSHOPS
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Prison
Education
Dept
OU
OU tutor
Student
Other students
Coordinator in
prison
Other inmates
Outside
World
Original source: Higher Education in Prison: Just another chapter in the bigger picture?
Peter Mortimer, Cned-Éifad, France
Distance Learning in Prison
Internet
Prison staff
Virtual Campus/
Intranet
Media
Public
VLE
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Previous research findings
• Physical environment detrimental to learning
• Vital support from dedicated staff (important other)
• Conflicting institutional visions of rehabilitation
• ‘Working’ v ‘Learning’ prison
• Student identity reduces isolation (and more)
Adams & Pike (2008) Evaluating empowerment and control. BERA
Conference Online at http://oro.open.ac.uk/24174
Pike and Adams (2012) Digital exclusion or learning exclusion? Research in
Learning Technology, 20(4), Online at http://oro.open.ac.uk/35102/
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Physical Environment Access and use of technology: inversely related
to physical security restrictions
Cat A has intranet & laptops, Cat C refused graphics
calculator, Cat D not even a DVD
Personal space is at a premium:
“this bed space is mine and what takes place in here is
me and anything else is outside of that” (Duncan)
Technology-supported learning?
“you rip off a little white piece of paper and
stick it over the mistake and write on it like it’s
a little bit of Tipp-ex” (Freddie)
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Support from
dedicated staff
• “P assessed me. He kept
following me, insisting on more
and more exams. I told him I
couldn’t do it. He said I had the
potential. …P was like a father
to me - I still remember him.”
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“… They were enthusiastic and fired my
imagination… the astronomy tutor was
brilliant – looked like a biker – pictures
of telescopes, stars – very interesting to
see ‘the real thing’ in pictures instead of
books. Made the subject come alive.”
[5, 4]
Support from
dedicated
staff
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Conflicting Institutional Visions 1
Prison service:
“Purposeful activity keeps the guys amused”
Prison education:
“Can you read? Then you’re educated. As far as
anything further, there’s not a lot of support”
(student)
“it’s never very clear in here who’s responsible for
what. My concern is the learner… they are falling
completely through the cracks”
(education staff)
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Conflicting Institutional Visions 2
Careers Advice Service regimented:
“right next, recycling, want to do that?”
Distance Learning providers expect internet access
“most courses are fully online now – we try our best
and we do provide alternatives but it’s getting harder”
Students just want something!
“just give us a room, give us a corner…. even old
computers with a word-processor would be OK”
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‘Learning’ Prison v ‘Working’ Prison
Learning culture Working culture
Dedicated session times No time or space for learning
Peer mentoring encouraged No peer contact
Supported internet/intranet
access
Very limited access to IT
Good communication across
stakeholders
Security issues reduce access
Dedicated distance learning
coordinator
No coordination of learning
Progression monitored Students invisible
Applications well-organised Funding difficult to find
Stakeholders work together Conflicting institutional visions
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Student Identity.
“It makes me feel a lot more like a human being. I’m not a number in a box, I’m an individual, I’m allowed to share and expand my mind”
“I’m moving away from where I was”
“I just can’t wait to get out and use the skills that I’ve
learnt and try and put this behind me and I shouldn’t
say this about jail and it sounds a cliché but jail is
where I’ve found myself”
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Activity 1
• What are the key messages in these findings which
suggest that HE distance learning may be facilitating
desistance?
• Discuss with you neighbour – list 3 or 4 things
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Current Research
Qu 1. In what ways is Prison-based Higher level
Distance Learning (PHDL) transformative?
• Does it lead to personal change?
• If so, how does that change relate to hopes
and aspirations for future prospects?
Qu 2. What role does PHDL play in facilitating
desistance?
•After release, how does PHDL relate to:-
- personal skills for managing life?
- social and economic integration?
Albert Bandura
Jack Mezirow
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Method
Longitudinal, ethnographic approach (thematic analysis):-
Pilot: 10 ex-prisoner student interviews
In-prison: 51 students due for release (12 DNE*) in 8 prisons
Post-release: 38 students for follow-up (8 DNE*)
26 were re-interviewed (up to 5 times in first year)
Macro perspective: National Surveys + …
Supplementary data: 50+ staff/relatives, policy documents …
* DNE=Did not engage with learning (for comparison)
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In-prison Participants
51 Participants across 8 prisons
40 men*
32 learners (10 DNE)
1-10 Convictions
Sentences 2-20 years
* compared with Male Population
(NOMS statistics 2011)
11 women
9 learners (2 DNE)
All single conviction
Sentences 3-12 years
0%
5%
10%
15%
20%
25%
30%
35%
15-17 18-20 21-24 25-29 30-39 40-49 50-59 60+
Males in prison Male sample
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Qualifications before prison
(follow-up participants)
None 29%
Low GCSE 8%
GCSE 10%
GCSE+ 16%
A-Level 24%
A-Level+ 8%
Higher 5%
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Motivation
External Support
Resilience
Family, tutors, drug
rehab, employers,
charities, library,
IT access,
peers
Success, choice, enthusiasm,
time, focus, maturation, ability
Determination,
self-confidence,
self-esteem,
student identity
Change, Positive Attitude, Aspiration and Hope
Elements of Transformative PHDL
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It changed the way I think …
Now I’ve grown up a
little bit and doing
distance learning,
I’ve learnt that
certain things have
to be done …
my attitude to work
and learning has
completely
changed. Steve (22)
I didn’t think I was capable especially essays and stuff and it was a
bit heavy but it was good… It opened doors and made me realise
I can study at this level. Brian (27)
I’m calm and focused.
I’ve never been this
focused in my life
before.
Chad (27)
I wasn’t forced to do
it. I had the choice –
that’s made me
successful and
changed the way I
think about it.
Rob (21)
It focused me.
This assignment,
this book, my
own
space, and I
actually
believe
I can achieve
whatever I
put my mind to
Nina (22)
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Providing hope and aspiration …
Initially I just challenged
myself to see if I could do
it. But then I realised … I’d
like to get a degree and
make my mum proud
Ahmed (37)
Education is transformational
because it gives you hope which is
all that I ask for. Fred (44)
Starting the OU has
given me hope and a
fresh start with other
aspects of life
James (28)
I’ve been through the care system, alcohol and the prison
system. My head’s screwed on now and I want to help people.
I want to do something that will make a difference
Rob (21)
I’m going to go to college to
train to be a horse farrier … my
family (Travellers) have 400
horses and no blacksmith
Peter (22)
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Yes, with the right mix of ingredients it can
encourage personal change, providing hope
and aspiration for a better future …
BUT what happens on release from prison?
So …
Is Prison-based Higher level
Distance Learning transformative?
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Post-release
Chaos Stigma
Disillusionment
Technology Frustration
Anne Pike PhD findings – work in progress
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Some don’t make it
Fred (44)
“Last time, I was released to Rehab in Sxxxxx. It was the
best 6 months of my life, finding myself again. Everything
was new to me. People wanted to be my friend for who I
was, not for what I had in my pocket. Then I went to live
on my own but I wasn’t ready and I went back onto
drugs.”
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Brian (27) • Left school at 15 – just before GCSEs
• Been to prison 4 times before (drugs, burglary)
• Latest sentence 2.5 year
• Done 4 DL courses: L2 and L3 Business management,
OU Access, A level Property Development
• Plans on release: “I still have my van and my tools” Get
back to self-employment. Live with mum
• Long-term aim: To settle down and lead a normal life.
• Feels confident – has learnt a lot about self-employment
and self and feels set up.
• He will have a mentor to support (Pxxxxx scheme).
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On release + 2 months. Van broke down and no money to mend it.
Argument with mother, now sleeping on sister’s couch.
Mentor has prevented recall by driving him to probation.
+ 6 months. Doing painting and decorating and odd jobs but
increasingly difficult to find work without a van. The mentor
has helped find a flat which he is now sharing with his new
partner. Support has now ceased.
+ 7 months. Rent on the flat is too high for earnings so must
stop work and claim benefits. On the waiting list for council
flat. “I know I want to work … so I’ll get there”
+ 8 months. Wants to start studying again with Open
University. No credit on phone. No text facility with the Open
University. Struggling to cope but still hopeful.
+ 9 months. Enrolled on science course, bought some
second-hand GCSE science books to read in preparation.
+12 months. Course going well. Content
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In-prison stage of slide model
Motivation
Reflection
Realisation
/ Aspiration
Barriers to study
Support Anne Pike PhD findings
Anne Pike PhD findings
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Structure
Through the gate support
Bridges across
The Slide Model
at various levels
Anne Pike PhD findings
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“Unfortunately I can’t remember this woman’s
name, but she made it quite plain and she was
a godsend. She said “you won’t know it, but
there will come a point where you look back
and you won’t recognise the person that you
were, and it will be because you’ve
persevered and you’ve learnt through
education. I wish you well” and then she
signed the entry fee to the OU. And that was
my first one.” Daniel (BSc (hons.))
Why is it worth it?
He’s now a respected member of society, a manager in a large company
with hundreds of people working for him
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Thank-you, any questions?
@Annepike2 #prisonered
Mobile: +44 07711 398545