Prison Education and Desistance: Changing Perspectives

Research frameworkOverview of the bookReferencesResearch methodsResearch methodologyData collectionSelection of the research siteAccess to research sitesSample selectionSemi-structured interview designSurvey designOverview of data collection figuresData analysisQualitative interview analysisQuantitative survey analysisEthical issues and proceduresInformed consent and voluntary participationAnonymity and confidentialityLimitations of methodologyTerminologyConclusionReferencesPrison education: exploring the conceptBackground to prison educationThe rationale for prison educationReduced recidivismCritiquing recidivism as a measure of prison educationBeyond recidivism: holistic rationales for prison educationOpportunity theoryMoral development theorySocial psychological development theoryCounterbalancing the impact of incarcerationImproved literacyHuman rights obligationsPrison education as an international human rightCouncil of Europe: “Education in Prison Report”Council of Europe: European Prison Rules 1987 and 2006Prison education: approaches and philosophiesWhat is prison education?The adult education approachCompeting aims of prison educationEnglandScandinaviaIrelandThe influence of punitivenessConclusionReferencesPrison education: motivations, barriers and experiencesPrison education participation ratesMotivations for participation in prison educationFuture planning, preparation for release and competence/skill buildingEscapePrevious education, age and sentence lengthWorthy motivations and motivational evolutionFindings: motivations to participate in prison educationEscape from boredom and the prison environmentBoredomEscaping prison and peoplePrison education for increased education or interest in subject or modulePrison education for post-release goalsOther motivationsReasons for continuing - changing motivationsPrevious levels of education and motivations to participationSummary and discussion: motivations to participate in prison educationBarriers to participation in prison educationSituational barriersInstitutional barriersDispositional barriersFindings: barriers to participation in prison educationLack of motivation/hopelessnessLack of literacyDrugsSecurityLack of interesting or available coursesProblems in physically accessing educationRoutine and alternatives to educationFriends and peer influenceLength of sentencePast experience of mainstream educationSummary and discussion: barriers to participation in prison educationThe school spaceCriticisms of prison educationConclusionNoteReferencesPersonal change, desistance and prison educationDesistanceThe criminal trajectory: predisposing factorsCognitive and personal changes in desistanceAgency, desistance and prison educationSelf-awarenessOpens their minds/changes perspectiveConfidence, self-esteem and empowermentSelf-controlIdentity change, desistance and prison educationGenerativity and identityCognitive transformations in identity changeStages of cognitive and behavioural changeCriminal thinking stylesHope, expectations and prison educationSummary and additional discussionConclusionReferencesStructural theories, social bonds and prison educationOverview of structural factorsFamily relationships: marriage, parenthood and desistanceMarriageParenthoodFamily relationships, desistance and prison education - findingsPrison education: renewed priorities and parental engagementFamily as motivation and support in education and desistanceDiscussing the role of prison education in family relationships and desistancePeer relations and desistancePeer relationships, prison education and desistance - findingsPeer group’s role in criminalityPrison education and peer relationsDiscussing prison educations role in peer relationshipsEmployment, financial stability and desistanceEmployment, prison education and desistance: findingsPrison education for employmentStigma and prejudice as a barrier to employmentThe importance of money and financial stabilityDiscussing prison education, employment, finances and desistancePrison education: supporting the early stages of reintegrationAccommodationAddictionInstitutionalisation and prison harmSummarising the role of prison education in structural and social bondsConclusionReferencesSocial capital, prison education and desistanceOverview of social capitalSocial capital and desistanceEducation and social capitalThe impact of education on social capitalImpact of social capital on educational outcomesSocial capital, prison education and desistancePrison education and social capital: examining the findingsParticipation in education and social capitalPrison capitalPrison capital and prison education: examining the findingsInteraction between prison-based social capital and mainstream social capitalPrison education and prison-based social capitalConclusionReferencesChanging perspectives on prison education and desistanceDrawing together the main pointsMotivations to participate in prison educationBarriers to participation in prison educationPrison education and desistanceCognitive change, agency and prison educationSocial bonds and prison educationPrison education, cognitive change and social bond formationPrison education, social capital and prison-based social capitalRecommendationsLowering the barriers to prison educationMaintain a broad adult education approachInvestigate pre- and early-stage desistanceThe “whole-prison” approach to educationFurther researchIntervention-based social capital surveyStudy to explore the concept of prison-based social capitalLongitudinal study of impact of prison-based social capital on desistancePost-release, longitudinal social bonds studyExploration of prison education as a form of pre-desistanceReferencesAppendix 1: Interview guide
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