Correctional Education: A Theoretical Analysis for Change
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Date
2010-04-13T15:28:54Z
Authors
Brazil, Amanda
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Abstract
This thesis examines correctional education in Canadian federal prisons. A
critical analysis of Social Learning Theory, which informs current correctional practices
implemented by the Correctional Service of Canada, is conducted and identifies the
problematic nature associated with the personal focus on criminality. A synthesis of
criminological theories including Differential Association, Marxism, and critical
educational frameworks, set the basis for arguing the need for changes in the current
implementation of correctional education. These changes should include a more social
focus, both in theory and practice. Crime and education are recognized as being
commodities in a capitalist society and to challenge this, offenders need to critically
examine their place in society through a dialogical and reflective educational opportunity.
This opportunity should lead to a change in perspective and comprehension, resulting in
personal and potential social transformation. This thesis calls for reformation due to the
prescriptive nature of the current curriculum and recommends a more holistic approach to
pedagogical style and course offerings within Canadian correctional education
classrooms.
An argument will be made that offering offenders simple adult basic education
and employability skills in the areas of cleaning and maintenance are only preserving the
socio-economic hierarchy and maintaining the status quo; not helping offenders become
autonomous, empowered, and active citizens. This thesis will compare the technical
rational approach to correctional education to the approach offered in the Irish prison
service, where education is inarguably more holistic and liberal. Critical adult educators
such as Paulo Freire, Jack Mezirow, and Michael Collins advocate this critical approach
and their contributions to the field are examined.
An example of practical critical pedagogy, which occurred in Long Kesh prison in
Northern Ireland, will demonstrate the authenticity of education for social action and
active citizenship. In addition, examples from the field of correctional education will
reveal how critical education can be implemented in institutional classrooms while
recognizing that barriers to this do exist.
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Keywords
Long Kesh (Prison) , Correctional Service Canada , Social learning , Prisoners