14 research outputs found
From the outside in: narratives of creative arts practitioners working in the criminal justice system
This is an accepted manuscript of an article published by Wiley-Blackwell in The Howard Journal of Crime and Justice on 31/12/2019, available online: https://doi.org/10.1111/hojo.12318
The accepted version of the publication may differ from the final published version.The penal voluntary sector is highly variegated in its roles, practices and functions, though research to date has largely excluded the experiences of front-line practitioners. We argue that engaging with the narratives of practitioners can provide fuller appreciation of the potential of the sectorâs work. Though life story and narrative have been recognised as important in offender desistance (Maruna, 2001), the narrative identities of creative arts practitioners, who are important âchange agentsâ (Albertson, 2015), are typically absent. This is despite evidence to suggest that a practitionerâs life history can be a significant and positive influence in the rehabilitation of offenders (Harris, 2017). Using narratological analysis (Bal, 2009), this study examined the narratives of 19 creative practitioners in prisons in England and Wales. Of particular interest were the formative experiences of arts practitioners in their journey to prison work. The findings suggest that arts practitioners identify with an âoutsiderâ status and may be motivated by an ethic of mutual aid. In the current climate of third sector involvement in the delivery of criminal justice interventions, such a capacity may be both a strength and weakness for arts organisations working in this field
Returning to normalcy in the short term: a preliminary examination of recovery from Hurricane Harvey among individuals with home damage
Adult and permanent education in times of crisis: a critical perspective based on Freire and Gelpi
Besides other theoretical perspectives, the understanding of present
adult education and learning policy discourse also demands
contributions from social enquiry originated in the broader field
of permanent education. The works of Paulo Freire and Ettore
Gelpi, two of the most important authors who developed a critical
perspective of permanent education may provide valuable
resources for understanding what adult education has to offer in
educating our way out of the current crisis. Both authors developed
political pedagogies and dialectical approaches, which are
central to critical studies. Inspired by the works of Freire and of
Gelpi, this paper challenges the perspectives which argue that
welfare state intervention has been the main source of the education
crisis, that the withdrawal of the state can be a way of reviving
individual learning, that the training of competent and useful
human resources represents a strategy for crisis management and
the promotion of economic competitiveness. On the contrary, it
concludes that adult education in the light of a critical concept of
permanent education is a key to the understanding of the crisis,
and to âeducatingâ the crisis â a metaphor that both in a Freirian
and Gelpian perspective stresses the importance of culture, work
and social struggles for the transformation of the social world.This work was supported by the FCT under Project
PEst-OE/CED/UI1661/2014.info:eu-repo/semantics/publishedVersio