Against the Narrowing of Perspectives: How Do We See Learning, Prisons and Prisoners?

Journal of Correctional Education, Jun 2007 by Warner, Kevin, Gehring, Thom

Abstract

In order to offer some context for themes set for this conference, alternative answers to the three-part question are explored. Ways of seeing learning, prisons and prisoners are each looked at in turn, and in each case an argument against a narrowing of perspective is made. We can view learning in the adult education tradition as geared to "the whole person," or we can resort to deficit models such as seeing primarily the student's weaknesses, or, indeed, seeing a person mainly as an offender. A definition of, and principles for, an adult education approach to literacy are put forward. Then, different models for viewing prisons are set out: The currently-dominant punitive model, which pushes the idea that prison works and denies the detrimental effects of imprisonment; and an alternative based on the philosophy of the Council of Europe and illustrated in the European Prison Rules. The deficit view of learning and the punitive model of prison each rely on a diminished view of the person held in prison, in contrast to, say, Nordic perspectives, which recognise people's humanity and citizenship.

Introduction

This paper poses alternatives in relation to the three-part question set out In the title above. In doing so it offers some context for themes set for this conference: Life-long learning, recidivism and rehabilitation, the purposes of prison education, the crucial area of literacy. A sense of what is happening Internationally, at least In some "Western' countries, is given. Two different penal philosophies or models are juxtaposed, one derived from what many in Europe consider an excellent source of 'best practice* on both prisons and prison education - the policy documents of the Council of Europe - and the other from what is clearly the dominant outlook in many of our countries at the moment, what might be termed the "Anglo-American" perspective, which is associated with mass imprisonment (Garland, 2001 ) and what has been called the new punitiveness (Pratt et al, 2005).

Talk of models in this way involves, of course, generalisation and simplification, but If we keep that qualification in mind it can be helpful, can provide a framework against which to think about things, identify general trends and characteristics, and clarify our own views. The paper will look. In turn, at ideas about learning, about prisons and finally about prisoners. But, It will be argued, how we see prisoners, whether we see people or offenders, Is the critical indicator of where we stand on the divide between two worldvlews.

Learning In an adult education perspective

In relation to all three topics - what learning is, what prisons should be doing, how we regard the people held In prison - the essential argument here Is against a narrowing of perspective. A problem of narrowing in education clearly exists in the wider world beyond prisons, as when people are seen mainly In labour market terms. This reflects a social outlook that can dovetail with the punitive trend in penal policy. For example, in further education In England there is a tendency to limit somewhat the concept of education to skills and that is reflected in the very title of the body now overseeing the education of people In prisons - the "Offenders Learning and Skills Unit." To explore a different philosophy, the paper will turn to Education in Prison, the set of recommendations and report adopted by the Council of Europe In 1989 (Council of Europe, 1990). Such "European" thinking Is then practically illustrated by examining the approach to adult literacy adopted by NALA, the National Adult Literacy Agency, in Ireland.

There are two overall complementary themes in this Council of Europe report:

"... Firstly, the education of prisoners must, in its philosophy, methods and content, be brought as close as possible to the best adult education In society outside; secondly, education should be constantly seeking ways to link prisoners with the outside community and to enable both groups to interact with each other as fully and as constructively as possible' (p. 14).

The interaction between prisoners and the community will be touched on again later. But, to look at the first theme, and drawing on what is seen as a characteristic of adult education generally, a key recommendation of this report Is that 'Education in prison shall aim to develop the whole person bearing in mind his or her social, economic and cultural context" (p. 8).

One implication of such a wide concept of education (p.13) is that the curriculum offered should be very broad-ranging; as well as the regular classroom subjects and vocational education, creative and cultural activities, physical education and sports, social education and library facilities are seen as essential segments (p.7). A recent report on prison education In Nordic countries similarly asserts that education and training should be broadly defined (Nordic Council of Ministers, 2005, p.15). A rationale for the wide concept of education promoted in Irish prisons is also available (Warner, 2002a).