Learning to Escape: Prison Education, Rehabilitation and the Potential for Transformation

This article examines motivations behind participation in education based on interviews with Irish prisoners. It begins by considering the relationship between education and rehabilitation, especially the latter’s re-emergence in a more authoritarian form. Drawing on results from the research, this article argues that the educational approach, culture and atmosphere are particularly important in creating a learning environment in prison. It makes the case that educational spaces which allow students to voluntarily engage in different types of learning, at their own pace, at a time of their choosing, can be effective in encouraging prisoners to engage in critical reflection and subsequently, to move away from criminal activity. It locates education in prison within a wider context and concludes that while prison education can work with, it needs to distinguish itself from, state-sponsored rehabilitation programmes and stand on the integrity of its profession, based on principles of pedagogy rather than be lured into the evaluative and correctional milieu of modern penality

Lead Editor\u27s Welcome, JPER Vol5#2

Lead Editor\u27s welcome for Volume 5 #2

No longer a ‘collateral consequence’: Imprisonment and the reframing of citizenship

This article examines the impact of imprisonment on citizenship. It identifies how civil, political and social rights are circumscribed with a sentence of imprisonment, and scrutinizes to what extent citizenship is limited for prisoners. Drawing on recent developments in England and Wales, it contends that citizenship has been eroded, not as a ‘collateral consequence’ of imprisonment, but rather as a determined penal policy. The boundaries of punishment have become blurred, moving from criminal justice institutions, and extending towards what is termed civil and political penality. Finally, it argues that, because citizenship in prison is inevitably framed around the differences between freedom and captivity, prisoners respond to the constraints of imprisonment through alternative ways of expressing their citizenship

Lead Editor\u27s Welcome

Lead Editor\u27s Welcome, Volume 6 Issue 2

Lead Editor\u27s Welcome

Lead Editor\u27s Welcome, Volume 6 Issue 3

Editorial: Critical Reflections on Higher Education in Prison

Editorial: Critical Reflections on Higher Education in Priso

Critical Reflections on Higher Education in Prison

This special issue of the Journal of Prison Education and Reentry highlights many of the successful outcomes that stem from prison-university partnerships while also presenting a significant insight into the challenging nature of this work. The initiatives reflected on throughout the articles highlight how valuable this work is to learners, educators and institutions in overcoming the long-standing barriers to higher education for people with convictions. Evidently, the collaborative nature of this work is central to possibilities of success. However, as highlighted in this special issue, critical reflection lies at the heart of ensuring that the aims of the programmes can be realised and sustained. Therefore, the issue presents a collection of articles that provide a ‘realistic celebration’ of the projects being undertaken, whereby challenge and adversity reveal themselves to be just as empowering as the rewards experienced

Using the Community of Practice model to shape approaches to Education for Sustainable Development across disciplines in a Technological University context: A Roundtable Podcast

This roundtable discussion podcast comprises eight colleagues engaged in reflective discussion of their shared experiences of being members of SDG Literacy.ie, a Community of Practice (CoP) first established in TU Dublin in 2020. This CoP focuses on and promotes the enhancement of Sustainability Literacy among student cohorts as one measure to be employed in strengthening Education for Sustainable Development (ESD) in line with the broader strategic aims of the university. Harvey et al. (2021) in a case-based paper which includes examination of the CoP discussed here conclude that teaching and learning innovation took place as a consequence of the resource-sharing, idea-generation and overall peer support that CoP members experience. The voices you will hear in this podcast discussion represent the inter-disciplinary SDG Literacy academic community who all share an interest in the sustainability domain and are acutely aware of SDG4.7 which focuses on ensuring all learners acquire the knowledge and skills for sustainable development by 2030. Discussion themes include (i) our shared understanding of ESD, (ii) how membership of SDGLiteracy.ie shaped our Teaching, Learning and Assessment (TLA) approaches in relation to ESD, Sustainability Literacy and Authentic Assessment, (iii) how membership of SDGLiteracy.ie shaped our broader personal and professional development (research, collaboration, output etc.) and (iv) our future plans in relation to ESD and the CoP model. The podcast transcript has been annotated through footnotes to direct the listener/reader to further reading on the various topics that emerge in the discussion

A Symposium to Mark the Publication, by New York University Press, of Ian O’Donnell’s Prison Life: Pain, Resistance, and Purpose

Recognizing the major scholarly contributions to criminology by the noted Irish criminologist, Ian O’Donnell, The Prison Journal invited seven contemporary corrections and punishment scholars to offer insights into O’Donnell’s new book, Prison Life: Pain, Resistance, and Purpose. Offering contextually rich descriptions of prisoner life, the text features four case study prisons—H Blocks, Northern Ireland; Eastham Unit, Texas; Isir Bet, Ethiopia; and ADX Florence, Colorado, in pivotal time periods and through an individual\u27s custodial career in each institution. The symposium discussants focus on O’Donnell\u27s conceptual framework—the degree of prison integration, system and staff regulation, and legitimacy—and how these reflect the key interactions between punishment and society across time and culture