Ashton

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Ashton

  1. 1. The impact of accessingEgyptian art and materialculture in prisonsSally-Ann Ashton,The Fitzwilliam MuseumGed Murray, 1990
  2. 2. 1 High Security and Local NW2 Cat C training East3 Cat C training East4 Cat B training- private East Midlands5 High Security West Midlands6 High Security East7 Cat C training South Central8 Cat C training East9 Cat B Local- private East10 Female- private East11 Cat C training East12 Cat B training- private East Midlands13 Cat B training Kent and Sussex14 High security Yorkshire andHumberside15 High Security East16 Cat B training West Midlands17 YOI East18 YOI/HMP London19 Cat B Local- private West Midlands20 Remand- private London21 Cat B East Midlands
  3. 3. Workshops/Lectures• Art• Literacy, numeracy• Social and life skills• Barbering• African andCaribbean culture• ‘Black’ identity• Black History• Black history inprisons• African-centredEgyptologyCurriculum basedlearning• Working with Blackprisoners• African and Caribbeancultural heritage• The impact of accessingcultural heritage in prisons• Cultural awarenessStaffArt exhibitionsWing-based exhibitionMagazineBooklets
  4. 4. Aims and Objectives1. To encourage ownership of cultural heritage, in particular forBlack and Muslim prisoners, who have a direct link with Egyptthrough their African and Islamic roots.2. To create a point of contact with the outside world for longterm prisoners and to present a means of sharing culture andknowledge.3. To provide sustainable educational resources that willstimulate interest amongst people who have had a poorrelationship with learning and schooling.4. To evaluate the impact of teaching African cultural heritage ina prison environment.5. To disseminate the findings and resources to prisons,education departments and museums.
  5. 5. September 2007-2009 12 prisons 1211 prisoners 167 staff 212 sessionsOctober 2009-December 2011 16 prisons 1498 prisoners 135 staff 95 sessions2012 13 prisons 504 prisoners 18 staff 37 sessions• Quantitative questionnaires• Qualitative studies• Diary• Letters• Comments after lectures• Focus groups• ‘Before and after’ studies• Longitudinal study
  6. 6. Qualitative Research• A qualitative study of the impact of cultural heritage programmes onthe self-concept of Black male prisoners (Mphil)• A qualitative survey in a category C prison on attitudes to Black HistoryMonth in a prison setting• A longitudinal study following the release of long-term students withregard to their involvement with heritage and culture• Focus groups and data analysis for a survey on racism at a category Cprison• Qualitative interviews relating to African and Caribbean hair in prisons
  7. 7. Impact: a two-way process
  8. 8. • Training• Trust• Understanding the environment• Identifying key issues• Knowledge transfer

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