I’m a student, get me out of here!
The importance of student identity for distance learners in prison
Anne Pike, Institute of Educational Technology
MRes Research
• Built on previous research/ collaboration• What technology for learning, how is it accessed and
used and how is it perceived?• 3 prisons (male,cluster) across 3 security cats B-D • 10 inmates (3.5 yrs to life) studying with 3 DL providers• 6 staff across most organisations• In-depth, semi-structured interviews
+ observation & document analysis
Research Findings
•Learning journeys
•Three emerging themes
–Physical environment
–Institutional visions
–Student identity
Physical Environment
• Personal space-time: “this bed space is mine and what takes place in here is me and anything else is outside of that” (Duncan)
• Trust: As prisoners progress through the security levels, physical restrictions improve but access to technology appears to reduce
• Dehumanisation: “it’s put on your purple tracksuit … at HMP X you are going to be sewing curtains” (Freddie).
Institutional Visions• “Can you read? Yes? Then you’re educated”
• Stigma – DL is recreational (purposeful activity)
• Complex, conflicting visions (Punishment v
Rehabilitation, work v education, ‘progressive’ v
‘working’)
• HMPS Regimented work ethic – recycling,
cleaning, forklift-truck driving
• Media/public opinion
Student Identity.(student comments)
““The box arrives. I think ‘Great, I’m a student again’”
“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’m swimming against the tide”
Is this evidence of identity change?
Prisoner identity - frame of reference
• Social exclusion• Failure – no previous qualifications, 80% excluded from
school• Crime – a way of life• Stigma – past, present, future• Drugs – cognitive therapy• Fellow prisoners – gangs, criminal code, doing time• Hopelessness• Need – use time usefully, pay back, survive• Institutionalised
Student identity frame of reference
• Choice – doing it for me (because I can?)• Self-worth• Confidence• Belonging, peers (other students)• Isolation – unable to communicate with tutor/peers but
no longer part of the prisoner community• A new community of practice – different codes• Pride – success, skills (employability?)• Use time usefully• Hope (survive)
So what?
Where does it lead?
Prisoner v Student Identity
ConfidencePower
Self-worth
Stigma
Media
RespectTechnology
learning
failure
employmentSocial exclusion
qualifications
drugs
Prison staff
Other prisoners
Society
pride
crime
skills
community
Other students
education
choice
needs
money
support
survival
PhD – possibilities and practicalities
• Comparison – progressive v working prison?• What makes a learning prison?• Comparison – prison v non-prison student?• Longitudinal – probation, employment, reoffending,
model citizen?• Higher level learning or any learning? (Art?)• Distance travelled from original frame of reference?• What are the key parameters?
Progressive’ v ‘Working’ prison ‘Progressive’ Prison
Private/ higher security cat? ‘Working’ Prison
Lower security cat
Distance Learning is part of learning programme with dedicated classrooms and session time
Distance Learning is classed as recreational – no time or space for learning
Learning culture Working culture
Student-centred Work-led
Open learning with debating/discussion groups No peer contact
Open access to ICT with supported internet or intranet access
Very limited access to computers/printers(not welcome in education department where facilities are
better)
ALs welcomed – good relationships with education staff ALs have difficulty gaining access or communicating with students
Dedicated distance learning coordinator No coordination of distance learning – students work alone
Progression recorded Students invisible in the system
Application process and funding is well-organised Funding is difficult to find
Organisations work together – with one aim (shared targets?)
Many organisations have conflicting views and rules (different targets?)
Future research – possibilities and practicalities
• Large scale and valuable to society• Comparison - Working prison v Progressive prison• Higher level Distance Learning? • Moving frame of reference – how far?• Comparison - with non-prisoner?• Does it make a difference? Longitudinal study, probation• Support from within• IT - Virtual Campus
Source: www.emeraldinsight.com/journals.htm?articleid...
Prison
Education
Dept
OU
OU tutor
Student
Other prison students
DL coordinator
(OLASS/CIAS/L&S))
Other inmates
Outside world
Original source: Higher Education in Prison: Just another chapter in the bigger picture? Peter Mortimer, Cned-Éifad, France
HE/DL Process
Internet
Prison staff
Learning Management – Virtual Campus/Intranet
L1 Literacy and Numeracy
L2 Core Curriculum
OU Openings
HE
HE/DL process
OLASS/ L&S
Classroom education
Distance Learning
Enter
Enter
Pro
gres
sion
• OU + others: NEC, Open College of Arts, Stonebridge• IAG• Sift process• Funding• IT compatibility