A Realist Model of Prison Education, Growth, and Desistance: A New Theory

This paper articulates the first ‘general theory’ of prison education, offering a new insight into the relevance of desistance theory and understanding of prison sociology to the lives of men engaged in education whilst in prison. Using a realist review method (Pawson, 2002b; Wong, 2013a) we develop a rough, initial general theory of prison education articulated in the form of three context-mechanism-outcome configurations (CMO). We then ‘test’ these CMOs by assessing the current evidence base through a systematic review of literature. This paper articulates three inter-related CMOs that we ground in prison sociology and desistance literature: ‘hook’, ‘safe space’ and ‘qualifications’. ‘Hook’ refers to engaging in prison education as a ‘hook for change’ and its impact on personal identity. ‘Safe space’ refers to the space an educational class can provide and its relevance to social identity. ‘Qualifications’ refers to the relevance of skills and qualifications gains. The literature review takes a targeted view of relevant fields to identify the most relevant evidence base for (or against) the three CMOs under scrutiny. We identify a stronger evidence base to support the ‘safe space’ and ‘hook’ CMOs than for the ‘qualifications’ CMO. However, the research is limited by a narrow focus on literature. We outline the next steps for future researchers to build on this work

A Rapid Evidence Assessment of the effectiveness of prison education in reducing recidivism and increasing employment

This is a Rapid Evidence Assessment (REA) of educational programmes delivered within prison. Included in this review are evaluations of vocational, academic, basic skills, accredited and unaccredited educational provision in prison where recidivism and/or employment were measured as outcomes. Initial searches returned 4304 titles and abstracts. Of these, 28 papers met the criteria for inclusion. Only 18 papers provided sufficient information and robust enough research design to be included in the meta-analysis. Meta-analysis on 18 reoffending studies identified that delivering education in prison settings has a positive impact on recidivism. Overall, the pooled odds ratio indicates a reduction in the likelihood of recidivating of approximately one-third (0.64=64 2/3). Meta-analysis on five employment studies identified that education in prison settings has a positive impact on employment. Overall, odds ratios indicated a 24 per cent increase in likelihood of gaining employment if the prisoner engages in prison education. However, this is based on a small number of papers with statistical findings being less robust and evidence drawn largely from the USA

Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups

The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begins to address this gap by engaging with the idea of rehabilitation from a critical adult education perspective. The conceptual framework informing the analysis is critical adult education theory, drawing tangentially on the work of Raymond Williams. The overarching assumption is that education might be understood as the practice of equality, which I employ alongside conceptualisations of empowering adult literacies learning as drawn from writings in the field of New Literacies Studies (NLS). These approaches enable the critique of criminological theory associated with prison learning, alongside the critique of assumptions traceable to NLS. The analysis focuses more specifically on Scotland’s prison system, where the criminological theory of ‘desistance’ currently holds some sway. I observe that whilst perspectives of criminologists and educationists draw upon similar sociological assumptions and underpinnings, different conclusions are inferred about the purpose and practice of adult learning. Here criminologists' conceptualisations tend to neglect power contexts, instead inferring educational practices associated typically with early years education. I also demonstrate the importance of equality in the context of adult education, if educators are to take responsibility for the judgements they make in relation to the education of socially excluded groups

Approaches used to prevent and reduce the use of restrictive practices on adults with learning disabilities: protocol for a realist review.

Introduction: The use of restrictive practices has significant adverse effects on the individual, care providers and organisations. This review will describe how, why, for whom, and in what circumstances approaches used by healthcare organisations work to prevent and reduce the use of restrictive practices on adults with learning disabilities. Methods and analysis: Evidence from the literature will be synthesised using a realist review approach - an interpretative, theory-driven approach to understand how complex healthcare approaches work in reducing the use of restrictive practices in these settings. In step 1, existing theories will be located to explore what approaches work by consulting with key topic experts, holding consultation workshops with healthcare professionals, academics, and experts by experience, and performing an informal search to help develop an initial programme theory. A systematic search will be performed in the second step in electronic databases. Further searches will be performed iteratively to test particular subcomponents of the initial programme theory, which will also include the use of the CLUSTER approach. Evidence judged as relevant and rigorous will be used to test the initial programme theory. In step three, data will be extracted and coded inductively and deductively. The final step will involve using a realist logic of analysis to refine the initial programme theory in light of evidence. This will then provide a basis to describe and explain what key approaches work, why, how and in what circumstances in preventing and reducing the use of restrictive practices in adults with learning disabilities in healthcare settings. Results: Findings will be used to provide recommendations for practice and policymaking

Entrepreneurship Education in the Transformation of Incarcerated Individuals: A Review of the Literature and Future Research Directions

This article draws upon the theories of entrepreneurial cognition, planned behavior, and criminal desistance to understand the role of entrepreneurship education in the behavioral and cognitive transformation of incarcerated individuals. Specifically, this article considers how participation in an entrepreneurship education program should influence entrepreneurial opportunity recognition, cognitive transformation, and institutional misconduct. It suggests these changes are more likely to influence an incarcerated person’s entrepreneurial intentions and criminal desistance. The six propositions presented shed light on how an incarcerated individual’s willingness to change his or her attitudes and develop an entrepreneurial mind-set influence his or her behavior in prison and prepares him or her to prosper in a dynamic and complex world after release. This article argues that the study of one’s transformation while incarcerated through the discovery, evaluation, and exploitation of opportunities is likely to advance empirical and theoretical perspectives of the fields of entrepreneurship. The examination of how incarcerated persons deal with fear of failure, risk aversion, and identity, in particular, presents great opportunities for future research