Coventry presentation final 14-11-13

Prison Education, Higher Education

and

Desistance

Coventry University 14th November 2013

Anne Pike, The Open University

anne.pike@open.ac.uk

• Introductions

• Prison Education

• HE Distance Learning

• Previous research – IT issues

------------

• My current research – post-

release issues

• Discussion/exercise

Outline of Lecture

Me

• Ex Prison Teacher

• Ex Ofsted inspector

• Open University lecturer

• Researcher/ Consultant

• Passionate about the benefits of

appropriate education for prisoners

You?

L1 Literacy and Numeracy

L2 Core Curriculum

OU Access

L2+ courses

HE

Adult Prison Education

Skills Funding

Agency’s

Contracted

Providers

OLASS4

Distance

Learning

Pro

gre

ssio

n

Independent Providers

(OU, NEC, Stonebridge etc.)

Occasional day release to

College

Limited taught L3 provision

Basic

Classroom

Education

NOT INCLUDING TRAINING WORKSHOPS

Prison

Education

Dept

OU

OU tutor

Student

Other students

Coordinator in

prison

Other inmates

Outside

World

Original source: Higher Education in Prison: Just another chapter in the bigger picture?

Peter Mortimer, Cned-Éifad, France

Distance Learning in Prison

Internet

Prison staff

Virtual Campus/

Intranet

Media

Public

VLE

Previous research findings

• Physical environment detrimental to learning

• Vital support from dedicated staff (important other)

• Conflicting institutional visions of rehabilitation

• ‘Working’ v ‘Learning’ prison

• Student identity reduces isolation (and more)

Adams & Pike (2008) Evaluating empowerment and control. BERA

Conference Online at http://oro.open.ac.uk/24174

Pike and Adams (2012) Digital exclusion or learning exclusion? Research in

Learning Technology, 20(4), Online at http://oro.open.ac.uk/35102/

Physical Environment Access and use of technology: inversely related

to physical security restrictions

Cat A has intranet & laptops, Cat C refused graphics

calculator, Cat D not even a DVD

Personal space is at a premium:

“this bed space is mine and what takes place in here is

me and anything else is outside of that” (Duncan)

Technology-supported learning?

“you rip off a little white piece of paper and

stick it over the mistake and write on it like it’s

a little bit of Tipp-ex” (Freddie)

Support from

dedicated staff

• “P assessed me. He kept

following me, insisting on more

and more exams. I told him I

couldn’t do it. He said I had the

potential. …P was like a father

to me - I still remember him.”

“… They were enthusiastic and fired my

imagination… the astronomy tutor was

brilliant – looked like a biker – pictures

of telescopes, stars – very interesting to

see ‘the real thing’ in pictures instead of

books. Made the subject come alive.”

[5, 4]

Support from

dedicated

staff

Conflicting Institutional Visions 1

Prison service:

“Purposeful activity keeps the guys amused”

Prison education:

“Can you read? Then you’re educated. As far as

anything further, there’s not a lot of support”

(student)

“it’s never very clear in here who’s responsible for

what. My concern is the learner… they are falling

completely through the cracks”

(education staff)

Conflicting Institutional Visions 2

Careers Advice Service regimented:

“right next, recycling, want to do that?”

Distance Learning providers expect internet access

“most courses are fully online now – we try our best

and we do provide alternatives but it’s getting harder”

Students just want something!

“just give us a room, give us a corner…. even old

computers with a word-processor would be OK”

‘Learning’ Prison v ‘Working’ Prison

Learning culture Working culture

Dedicated session times No time or space for learning

Peer mentoring encouraged No peer contact

Supported internet/intranet

access

Very limited access to IT

Good communication across

stakeholders

Security issues reduce access

Dedicated distance learning

coordinator

No coordination of learning

Progression monitored Students invisible

Applications well-organised Funding difficult to find

Stakeholders work together Conflicting institutional visions

Student Identity.

“It makes me feel a lot more like a human being. I’m not a number in a box, I’m an individual, I’m allowed to share and expand my mind”

“I’m moving away from where I was”

“I just can’t wait to get out and use the skills that I’ve

learnt and try and put this behind me and I shouldn’t

say this about jail and it sounds a cliché but jail is

where I’ve found myself”

Activity 1

• What are the key messages in these findings which

suggest that HE distance learning may be facilitating

desistance?

• Discuss with you neighbour – list 3 or 4 things

Current Research

Qu 1. In what ways is Prison-based Higher level

Distance Learning (PHDL) transformative?

• Does it lead to personal change?

• If so, how does that change relate to hopes

and aspirations for future prospects?

Qu 2. What role does PHDL play in facilitating

desistance?

•After release, how does PHDL relate to:-

- personal skills for managing life?

- social and economic integration?

Albert Bandura

Jack Mezirow

Method

Longitudinal, ethnographic approach (thematic analysis):-

Pilot: 10 ex-prisoner student interviews

In-prison: 51 students due for release (12 DNE*) in 8 prisons

Post-release: 38 students for follow-up (8 DNE*)

26 were re-interviewed (up to 5 times in first year)

Macro perspective: National Surveys + …

Supplementary data: 50+ staff/relatives, policy documents …

* DNE=Did not engage with learning (for comparison)

In-prison Participants

51 Participants across 8 prisons

40 men*

32 learners (10 DNE)

1-10 Convictions

Sentences 2-20 years

* compared with Male Population

(NOMS statistics 2011)

11 women

9 learners (2 DNE)

All single conviction

Sentences 3-12 years

0%

5%

10%

15%

20%

25%

30%

35%

15-17 18-20 21-24 25-29 30-39 40-49 50-59 60+

Males in prison Male sample

Qualifications before prison

(follow-up participants)

None 29%

Low GCSE 8%

GCSE 10%

GCSE+ 16%

A-Level 24%

A-Level+ 8%

Higher 5%

Motivation

External Support

Resilience

Family, tutors, drug

rehab, employers,

charities, library,

IT access,

peers

Success, choice, enthusiasm,

time, focus, maturation, ability

Determination,

self-confidence,

self-esteem,

student identity

Change, Positive Attitude, Aspiration and Hope

Elements of Transformative PHDL

It changed the way I think …

Now I’ve grown up a

little bit and doing

distance learning,

I’ve learnt that

certain things have

to be done …

my attitude to work

and learning has

completely

changed. Steve (22)

I didn’t think I was capable especially essays and stuff and it was a

bit heavy but it was good… It opened doors and made me realise

I can study at this level. Brian (27)

I’m calm and focused.

I’ve never been this

focused in my life

before.

Chad (27)

I wasn’t forced to do

it. I had the choice –

that’s made me

successful and

changed the way I

think about it.

Rob (21)

It focused me.

This assignment,

this book, my

own

space, and I

actually

believe

I can achieve

whatever I

put my mind to

Nina (22)

Providing hope and aspiration …

Initially I just challenged

myself to see if I could do

it. But then I realised … I’d

like to get a degree and

make my mum proud

Ahmed (37)

Education is transformational

because it gives you hope which is

all that I ask for. Fred (44)

Starting the OU has

given me hope and a

fresh start with other

aspects of life

James (28)

I’ve been through the care system, alcohol and the prison

system. My head’s screwed on now and I want to help people.

I want to do something that will make a difference

Rob (21)

I’m going to go to college to

train to be a horse farrier … my

family (Travellers) have 400

horses and no blacksmith

Peter (22)

Yes, with the right mix of ingredients it can

encourage personal change, providing hope

and aspiration for a better future …

BUT what happens on release from prison?

So …

Is Prison-based Higher level

Distance Learning transformative?

Post-release

Chaos Stigma

Disillusionment

Technology Frustration

Anne Pike PhD findings – work in progress

Some don’t make it

Fred (44)

“Last time, I was released to Rehab in Sxxxxx. It was the

best 6 months of my life, finding myself again. Everything

was new to me. People wanted to be my friend for who I

was, not for what I had in my pocket. Then I went to live

on my own but I wasn’t ready and I went back onto

drugs.”

Brian (27) • Left school at 15 – just before GCSEs

• Been to prison 4 times before (drugs, burglary)

• Latest sentence 2.5 year

• Done 4 DL courses: L2 and L3 Business management,

OU Access, A level Property Development

• Plans on release: “I still have my van and my tools” Get

back to self-employment. Live with mum

• Long-term aim: To settle down and lead a normal life.

• Feels confident – has learnt a lot about self-employment

and self and feels set up.

• He will have a mentor to support (Pxxxxx scheme).

On release + 2 months. Van broke down and no money to mend it.

Argument with mother, now sleeping on sister’s couch.

Mentor has prevented recall by driving him to probation.

+ 6 months. Doing painting and decorating and odd jobs but

increasingly difficult to find work without a van. The mentor

has helped find a flat which he is now sharing with his new

partner. Support has now ceased.

+ 7 months. Rent on the flat is too high for earnings so must

stop work and claim benefits. On the waiting list for council

flat. “I know I want to work … so I’ll get there”

+ 8 months. Wants to start studying again with Open

University. No credit on phone. No text facility with the Open

University. Struggling to cope but still hopeful.

+ 9 months. Enrolled on science course, bought some

second-hand GCSE science books to read in preparation.

+12 months. Course going well. Content

In-prison stage of slide model

Motivation

Reflection

Realisation

/ Aspiration

Barriers to study

Support Anne Pike PhD findings

Anne Pike PhD findings

Structure

Through the gate support

Bridges across

The Slide Model

at various levels

Anne Pike PhD findings

“Unfortunately I can’t remember this woman’s

name, but she made it quite plain and she was

a godsend. She said “you won’t know it, but

there will come a point where you look back

and you won’t recognise the person that you

were, and it will be because you’ve

persevered and you’ve learnt through

education. I wish you well” and then she

signed the entry fee to the OU. And that was

my first one.” Daniel (BSc (hons.))

Why is it worth it?

He’s now a respected member of society, a manager in a large company

with hundreds of people working for him

Thank-you, any questions?

anne.pike@open.ac.uk

@Annepike2 #prisonered

Mobile: +44 07711 398545