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Wip dec-10

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Wip dec-10

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

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