1. bookVolume 8 (2021): Edizione 1 (December 2021)
Dettagli della rivista
Prima pubblicazione
29 Sep 2014
Frequenza di pubblicazione
2 volte all'anno
access type Accesso libero

The Transformative Power of Education as a Means of Enabling Former Offenders to Live Meaningful and Productive Lives

Pubblicato online: 30 Dec 2021
Volume & Edizione: Volume 8 (2021) - Edizione 1 (December 2021)
Pagine: 33 - 44
Ricevuto: 27 Sep 2021
Accettato: 30 Oct 2021
Dettagli della rivista
Prima pubblicazione
29 Sep 2014
Frequenza di pubblicazione
2 volte all'anno

Kaur (2012) raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue this pattern, and face other non-learning barriers that impact on participation and accreditation outcomes (Prison Education Trust, 2018). Departing from conventional modes and methods of teaching, this article examines the transformative journeys of former offenders, and considers the role of education in supporting them to lead more productive and meaningful lives.


[1] Arendt, H. (1998). The Human Condition. London. The University of Chicago Press.10.7208/chicago/9780226924571.001.0001 Search in Google Scholar

[2] Armstrong, R., & Ludlow, A. (2016). Educational Partnerships Between Universities and Prisons: How Learning Together can be Individually, Socially and Institutionally Transformative. Prison Service Journal, (225), pp. 8-17. Search in Google Scholar

[3] Attard, K. (2012). The role of narrative writing in improving professional practice. Journal of Educational Action Research, 20 (1), pp. 161-175.10.1080/09650792.2012.647754 Search in Google Scholar

[4] Bandura, A. (2002). Selective Moral Disengagement in the Exercise of Moral Agency. Journal of Moral Education, 31 (2), pp. 101-119.10.1080/0305724022014322 Search in Google Scholar

[5] Berger, P. & Luckmann, T. (1971). The social construction of reality: A treatise in the sociology of knowledge. London. Penguin University Books. Search in Google Scholar

[6] Bosworth, M., Campbell, D., Demby, B., Ferranti, S. & Santos, M. (2005). Doing prison research: Views from inside. Journal of Qualitative Inquiry, 11 (2), pp. 249-264. [Internet]. Available from https://doi.org/10.1177/0032885519825489. [Accessed 27th April, 2009].10.1177/0032885519825489 Search in Google Scholar

[7] Brewer, K. (2017). After the crime: why employers should give ex-offenders a working chance. Search in Google Scholar

[8] The Guardian, 28th June, p. 3. Search in Google Scholar

[9] Buber, M. (1947). Between Man & Man. Translated by Ronald Gregor Smith. The Macmillan Company, 2014. United States. Marino Publishing. Search in Google Scholar

[10] Buber, M. (1958). I and Thou. Translated by Ronald Gregor Smith. New York. First Scriber Classics edition, 2000. Search in Google Scholar

[11] Camus, A. (2005). The myth of Sisyphus. London.UK. Penguin publishers. Search in Google Scholar

[12] Chorlton, E. & Smith, I. C. (2016). Understanding How People with Mental Health Difficulties10.3109/10826084.2015.1108341 Search in Google Scholar

[13] Experience Substance Use. Journal of Substance Use and Misuse, 51 (3), pp. 318-329. Search in Google Scholar

[14] Clandinin, D. J. & Connelly, F. M. (2000). Narrative Inquiry. Experience and Story in Qualitative Research. San Francisco, Calif. Jossey-Bass, 2000. Search in Google Scholar

[15] Costelloe, A. (2014). Learning for Liberation, teaching for transformation: Can education in prison prepare prisoners for active citizenship? Irish Journal of Applied Social Studies, 14 (1), pp. 30-36. Search in Google Scholar

[16] Crewe, B., Hulley, S. & Wright, S. (2020). Life Imprisonment from Young Adulthood: Adaptation, Identity and Time. Palgrave Macmillan. London.10.1057/978-1-137-56601-0 Search in Google Scholar

[17] Cummins, J. (1994). Knowledge, power and identity in teaching ESL. In: Burton, J., Quirke, P., Reichmann, C. L., Peyton, J. K. (2009). Reflective Writing: A way to Lifelong Teacher Learning. United States of America. TESL-EJ Publications. Available from tesl-ej.org [Accessed 3rd June, 2018]. Search in Google Scholar

[18] Darke, S. & Aresti, A. (2016). Connecting prisons and universities through higher education. Prison Service Journal, 26-32, (225), ISSN: 0300-3558. Search in Google Scholar

[19] Dirkx, J. M. (2000). Transformative learning and the journey of individuation. Clearinghouse Digest, No. 223. (ERIC Documentation Reproduction Service No. 448305). Search in Google Scholar

[20] Ellis, C. (2002). Being real: Moving inward toward social change. International Journal of Qualitative Studies in Education, 15 (4), pp. 37-41.10.1080/09518390210145453 Search in Google Scholar

[21] Ellis, C., Adams, T. T. & Bochner, A. P. (2011). Autoethnography: An Overview. Journal of Historical Social Research, 36 (4), pp. 273-290. Search in Google Scholar

[22] Formenti, L. & West, L. (2018). Transforming Perspectives in Lifelong Learning and Adult Education. A Dialogue. Cham, Switzerland. Palgrave Macmillan.10.1007/978-3-319-96388-4 Search in Google Scholar

[23] Frankl, V. E. (2004). Man’s Search for Meaning. London. UK. Ebury Publishing. Search in Google Scholar

[24] Freire, P. (1996). Pedagogy of the Oppressed. London. UK. Penguin Books. Search in Google Scholar

[25] Friendship, C., Blud, L., Erikson, M., Travers, R. & Thornton, D. (2003b). Cognitive Behavioural treatment for imprisoned offenders: An evaluation of HM Prison Service’s Cognitive Skills Programme. Journal of Legal and Criminological Psychology, 8 (1), pp. 103-114.10.1348/135532503762871273 Search in Google Scholar

[26] Garland, D. (2001). The Culture of Control. Crime and Society Order in Contemporary Society. Oxford University Press. Oxford. UK.10.7208/chicago/9780226190174.001.0001 Search in Google Scholar

[27] Gershon, L. (2009). Living Theory. Critique of Anthropology, 29 (4), pp. 37-422.10.1177/0308275X09345416 Search in Google Scholar

[28] Coates, S. (2016). Unlocking potential: a review of education in prison. U.K. Ministry of Justice. Available at: https://www.gov.uk//government/publications/unlocking-potential-a-review-of-education-in-prison. [Accessed 14 July 2021]. Search in Google Scholar

[29] Jewkes, Y. (2011). Autoethnography and emotion as intellectual Resources: Doing Prison Research Differently. Qualitative Inquiry, 18 (1), pp. 63-75. Search in Google Scholar

[30] Kaur, B. (2012). Equality and social justice in teaching and teacher education. Journal of Teaching and Teacher Education, 28 (4), pp. 485-492.10.1016/j.tate.2012.01.012 Search in Google Scholar

[31] Lave, J. (1996). Teaching, as Learning, in Practice. Journal of Mind, Culture and Activity, 3 (3), pp. 149-164.10.1207/s15327884mca0303_2 Search in Google Scholar

[32] Ludlow, A., Armstrong, R., & Bartels, L. (2019). Learning Together: Localism, Collaboration and Reflexivity in the Development of Prison and University Learning Communities. Journal of Prison Education and Reentry, 6 No. 1, pp. 25-45. Search in Google Scholar

[33] Mezirow, J. (2012). Learning to Think Like an Adult: Core Concepts of Transformative Learning. In: Taylor, E. W. & Cranton, P. ed. The Handbook of Transformative Learning. San Francisco, CA. Jossey-Bass, pp. 73-99. Search in Google Scholar

[34] Mishler, E. G. (1990). Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies. Harvard Educational Review, 60 (4), pp. 415-442.10.17763/haer.60.4.n4405243p6635752 Search in Google Scholar

[35] Mizzi, A. (2010). Unraveling Researcher Subjectivity Through Multivocality in Autoethnography. Journal of Research Practice, 6 (1), pp. 1-14. Search in Google Scholar

[36] Narey, M. (2004). The impact of corrections on reoffending: a review of ‘what works’. Home Office Research Study 291. Search in Google Scholar

[37] McNiff, J. (2002). Action Research. Principles and Practice. Third Edition. ISBN 9780415535267. London and New York. Routledge, Taylor and Francis Group. Search in Google Scholar

[38] Niemeijer, A. & Visse, M (2016). Challenging Standard Concepts of ‘Humane’ Care through Relational Auto-Ethnography, 4 (4), pp. 168-175.10.17645/si.v4i4.704 Search in Google Scholar

[39] O’Connor, C. (2021). Education as a means of enabling former offenders to live meaningful and productive lives: an Autoethnography. PhD Thesis. York St John University. Available: https://ray.yorksj.ac.uk/id/eprint/4879/. Search in Google Scholar

[40] Ospina, S., Dodge, J., Godsoe, B., Minicri, J., Reza, S. & Schall, E. (2004). From consent to mutual inquiry Balancing democracy and authority in action research. Journal of Action Research, 2 (1), pp. 47–69.10.1177/1476750304040494 Search in Google Scholar

[41] Overcash, J. A. (2003). Critical Reviews in Oncology/Hematology, 48 (2), pp. 179-184. Owen, A. D. (2008-09). HM Chief Inspector of Prisons for England and Wales Annual Report 2008-09. HC 323. Search in Google Scholar

[42] Palmer, P. J. (1998). The Courage to Teach. Exploring the Inner Landscape of a Teacher’s Life. San Francisco, CA. Jossey-Bass. Search in Google Scholar

[43] Palmer, P. J. (2000). Let Your Life Speak. Listening for the Voice of Vocation. San Francisco, CA. Jossey-Bass. Search in Google Scholar

[44] Pedder, K. (2017). Prison Reform Trust. Out for Good, lessons for the future. Available: http://www.prisonreformtrust.org.uk. [Accessed 25th May, 2019]. Search in Google Scholar

[45] Prison Reform Trust. 2014. The Facts [PDF]. Available: http://www.prisonreformtrust.org.uk. Search in Google Scholar

[46] [Accessed 19th March, 2015]. Search in Google Scholar

[47] Prison Reform Trust. 2018. Prison: The Facts [PDF]. Available: http://www.prisonreformtrust.org.uk. [Accessed 23rd December, 2018]. Search in Google Scholar

[48] Reay, D. (2017). Miseducation. Inequality, education and the working classes. Policy Press. UK.10.2307/j.ctt22p7k7m Search in Google Scholar

[49] Rogers, C. (1961). On Becoming a Person. A therapist’s view of psychotherapy. London. UK. Constable & Robinson Ltd. Search in Google Scholar

[50] Rowles, D. (1995). Dorothy Rowe’s Guide to Life. UK. Harper-Collins Publishers. Search in Google Scholar

[51] Runell, L. L. (2017). Identifying Desistance Pathways in a Higher Education Program for Formerly Incarcerated Individuals. International Journal of Offender Therapy and Comparative Criminology, 61 (8), pp. 894-918.10.1177/0306624X15608374 Search in Google Scholar

[52] Schutz, A. (1967). The phenomenology of the social world. Tran. Walsh, G., & Lehnert, F. (1967). United States of America. Northwestern University Press. Search in Google Scholar

[53] Stickle, S. (2013). An Introduction to J. Habermas. Available: http://www.engl.niu/wac/hbrms. [Accessed 24th June, 2013]. Search in Google Scholar

[54] Szifis, K. (2021). Philosophy Behind Bars. Growth and Development in Prison. Bristol University Press. UK. Search in Google Scholar

[55] Taylor, E. W & Cranton, P. (2012). The Handbook of Transformative Learning. Theory, Research and Practice. San Francisco, CA. Jossey-Bass. Search in Google Scholar

[56] Tillmann-Healy, L. M. (2003). Friendship as method. Quality Inquiry, 9 (5), pp. 729-749.10.1177/1077800403254894 Search in Google Scholar

[57] Tisdell, E. J. (2003). Exploring Spirituality and Culture in Adult and Higher Education. San Francisco, CA. Jossey-Bass. Search in Google Scholar

[58] Ward, N, G., & Fogarty, J. (2019). Transformative Learning Through University and Prison Partnerships: Reflections From ‘’Learning Together’’ Pedagogical Practice. Journal of Prison Education and Reentry, 6 (1), pp. 7-24. Search in Google Scholar

[59] Warr, J (2016), Transformative Dialogues: Privileging the Informal in Prison Education. Prison Service Journal, 225, 18-25, ISSN: 0300-3558. Search in Google Scholar

[60] West, L. (2016). Distress in the city. Racism, fundamentalism and a democratic education. UCL Institute Press. London. UK. Search in Google Scholar

[61] Wicks, P. G. & Reason, P. (2009). Initiating action research: Challenges and paradoxes of opening communicative space. Action Research, 7 (3), pp. 243-262.10.1177/1476750309336715 Search in Google Scholar

[62] Wright, J. (2013). Transforming Rehabilitation: a summary of evidence on reducing reoffending. ISBN 978-1-84099-608-1. UK. Ministry of justice. Search in Google Scholar

[63] Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole-person learning: reconceptualizing experience and the role of affect. Adult Education Quarterly, 52 (3), pp. 176-192.10.1177/07417136020523002 Search in Google Scholar

Articoli consigliati da Trend MD

Pianifica la tua conferenza remota con Sciendo