Histories and Philosophies of Carceral Education: Aims, Contradictions, Promises and Problems

Description

This edited collection encourages philosophical exploration of the nature, aims, contradictions, promises and problems of the practice of education within prisons around the world. Such exploration is particularly necessary given the complex operational barriers to education, and higher education in particular, within prison-based teaching and learning. These operational barriers are matched by cultural and polemical barriers, such as the criticism of diverting resources to and spending money on prisoner education when the cost of some education seems prohibitive for people outside prison. More so than in other education contexts, prison education may fall short of higher ideals because it is shot through with both practical and moral-political problems and challenges, especially in the age of global late capitalism, high technology and mass incarceration or securitization. This book includes insights and issues around a wide range of areas including: ethics, religion, sociology, justice, identity and political and moral philosophy.  Contents Notes on Contributors List of Figures List of Tables Part I: Contexts and Possibilities 1: Aiming and Promising, and Recognising the Contradictions and Problems References 2: Beyond Idealism to the Realities of Incarcerated Higher Education: What We Know About the Provision of Higher Education in Prisons Introduction The Current State of Prison Education Prison Education in the Literature The Impact of Education on Recidivism A Gendered Perspective The Role of Class in Prison Education Educational Constraints Related to the System of Incarceration Practical Issues Related to Teaching and Learning in Prison The Role of the Creation of a Student Persona in Successful Student Outcomes The Moral Imperative as a Motivation for Prison Higher Education Who Pays for Education Received in Prison? Conclusion References Part II: Educating to Eliminate Risk and Change Lives 3: Tough on the Causes: Religion and the Penitent in Prison Education Introduction A brief history of carceral religious instruction Radicalization Rehabilitation Specialization and Overcrowding References 4: Managing Their Needs, Managing Their Risks: The Education and Treatment of Sex Offenders in United States Federal Prisons Introduction Conceptualizing Sex Offences Trends Regarding Sex Offences Conceptualizing Federal Sex Offenders Punitiveness in the United States and Attitudes Toward Sex Offenders Punitiveness as a Social Trend A Short Punitiveness Debate General Public Attitudes and Perceptions of Sex Offenders Sex Offender Sentencing Room for Individuation Sentencing Variation Sex Offenders in Prison An Incident at USP Leavenworth Responding to Violence and Exploitation Offering Protection and Transfers Are Not Solving the Problem Sex Offender Management Program (SOMP) The 40 Percent Rule The Development of SOMP Initial Assessment Use of the Static 99R/2002R Managing Their Risk: The Case Management Plan Maintaining a SOMP: Legal Issues Lawsuits Under the FTCA Bivens Actions Continued Monitoring Managing Their Needs: The Sex Offender Treatment Program (SOTP) Voluntariness and Programs Offered Philosophical Underpinnings of SOTPs Risk, Needs, Responsivity Targeting Criminogenic Needs Cognitive Behavioural Therapy (CBT) Cognitive Behavioural Therapy in Prison Combining CBT and RNR in Prison Implementing a Combined CBT/RNR SOTP Program in the United States Treatment Phases The SOTP-R Modified Therapeutic Community History of the Therapeutic Community (TC) Parallel Development Challenges for Therapeutic Communities in Prison Do Carceral Sex Offender Treatment Programs Work? References 5: The Past, Present and Future of Education Programs for Individuals Who Sexually Offend History of Sex Offender Treatment Programs Understanding Sexual Offending Deviant Sexual Interests Psycho-Social Conditions and/or Deficits Cognitive Distortions Approaches to Sexual Offending Behaviour Treatment Cognitive Behavioural Treatment Relapse Prevention SOTPs in Australia What SOTPs Aim to Achieve Public Perceptions of SOTPs and Why They Matter Risk Needs Responsivity Strengths Based Approach Is Sex Offender Treatment Effective? Treatment Programs Targeting Specific Offence Types Deniers Internet Only Offenders Female Offenders Sexually Abusive Behaviours in Young People Cognitively Impaired Offenders Ethical Considerations Conclusion References Part III: Student Agency 6: Virgil in Hell: Commercial Prison Consultants as Teachers and Guides Introduction Prison Consultants A Survey of Ten Sources Films Books Websites Discussion References 7: Prison and Co-creation: An Experimental Creative Method Introduction Intimacy and the Prison ‘Home’: Choosing the Subject The Weight of the Image: Choosing the Photograph Simultaneous Exhibition Formalisation Co-responsibility in Co-creation References Part IV: Restrictions and Opportunities 8: Higher Education for all: Prisoners, Social Justice, and Digital Technology Introduction Inclusion or Exclusion: The Role of eLearning in Higher Education The Digital Exclusion of Prisoners USQ and Digital Learning in Prisons Portable Learning Environments for Incarcerated Adult Distance Education Students From Access to Success: Improving the Higher Education Learning Experience for Students without Internet Access The Triple ‘E’ Project Making the Connection Paper to Pixels: An Interim Streamlined Approach to Providing Course Resources for Incarcerated Students at USQ Bridging the Digital Divide Challenges for Incarcerated Learners A Culture Shift in the University What Programs Are Appropriate for Prisoners? Conclusion References 9: Epistemic Injustice and College in Prison: How Liberal Arts Education Strengthens Epistemic Agency What is Testimonial Injustice and What does It Look Like in Prison? How does College in Prison Remedy Testimonial Injustice? What does Hermeneutical Injustice Look Like in Prison? How does College in Prison Remedy Hermeneutical Injustice? Conclusion References 10: The Difficult Art of Higher Education Delivery in Prison Pedagogical Practices of Higher Education in Prison Prison Education and Prisoners’ Rehabilitation The Industrialisation of HE and the Prison as a Business Model Learning Together? Concluding Remarks References 11: A Fast Track to Knowledge: Using Virtual Reality for Learning in Prisons Introduction The Incarcerated Learner Digital Literacies Virtual Reality in Prisons Virtual Reality for Numeracy and Literacy The Project Project Design Cohort Selection The Hardware and Environment The Lessons Data Collection Unexpected Outcomes Technical and Environmental Performance Scope for Further Research Conclusion References 12: Education Post Incarceration: Opportunities and Challenges Introduction Author’s Perspective Australian Prison History and Profile Education while Incarcerated in Australia Pre-Certificate Courses Challenges to Continuing or Commencing Education Post Incarceration Cost of Education State of Incarceration and Chosen Educational Facility Education Opportunities Post Incarceration (Australia) Conclusion References Index