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

a.e.pike@open.ac.uk

MRes Research

• Built on previous research/ collaboration• What technology for learning, how is it accessed and

used and how is it perceived?• 3 prisons (male,cluster) across 3 security cats B-D • 10 inmates (3.5 yrs to life) studying with 3 DL providers• 6 staff across most organisations• In-depth, semi-structured interviews

+ observation & document analysis

Research Findings

•Learning journeys

•Three emerging themes

–Physical environment

–Institutional visions

–Student identity

Physical Environment

• Personal space-time: “this bed space is mine and what takes place in here is me and anything else is outside of that” (Duncan)

• Trust: As prisoners progress through the security levels, physical restrictions improve but access to technology appears to reduce

• Dehumanisation: “it’s put on your purple tracksuit … at HMP X you are going to be sewing curtains” (Freddie).

Institutional Visions• “Can you read? Yes? Then you’re educated”

• Stigma – DL is recreational (purposeful activity)

• Complex, conflicting visions (Punishment v

Rehabilitation, work v education, ‘progressive’ v

‘working’)

• HMPS Regimented work ethic – recycling,

cleaning, forklift-truck driving

• Media/public opinion

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”

Is this evidence of identity change?

Prisoner identity - frame of reference

• Social exclusion• Failure – no previous qualifications, 80% excluded from

school• Crime – a way of life• Stigma – past, present, future• Drugs – cognitive therapy• Fellow prisoners – gangs, criminal code, doing time• Hopelessness• Need – use time usefully, pay back, survive• Institutionalised

Student identity frame of reference

• Choice – doing it for me (because I can?)• Self-worth• Confidence• Belonging, peers (other students)• Isolation – unable to communicate with tutor/peers but

no longer part of the prisoner community• A new community of practice – different codes• Pride – success, skills (employability?)• Use time usefully• Hope (survive)

So what?

Where does it lead?

Prisoner v Student Identity

ConfidencePower

Self-worth

Stigma

Media

RespectTechnology

learning

failure

employmentSocial exclusion

qualifications

drugs

Prison staff

Other prisoners

Society

pride

crime

skills

community

Other students

education

choice

needs

money

support

survival

PhD – possibilities and practicalities

• Comparison – progressive v working prison?• What makes a learning prison?• Comparison – prison v non-prison student?• Longitudinal – probation, employment, reoffending,

model citizen?• Higher level learning or any learning? (Art?)• Distance travelled from original frame of reference?• What are the key parameters?

Progressive’ v ‘Working’ prison ‘Progressive’ Prison

Private/ higher security cat? ‘Working’ Prison

Lower security cat

Distance Learning is part of learning programme with dedicated classrooms and session time

Distance Learning is classed as recreational – no time or space for learning

Learning culture Working culture

Student-centred Work-led

Open learning with debating/discussion groups No peer contact

Open access to ICT with supported internet or intranet access

Very limited access to computers/printers(not welcome in education department where facilities are

better)

ALs welcomed – good relationships with education staff ALs have difficulty gaining access or communicating with students

Dedicated distance learning coordinator No coordination of distance learning – students work alone

Progression recorded Students invisible in the system

Application process and funding is well-organised Funding is difficult to find

Organisations work together – with one aim (shared targets?)

Many organisations have conflicting views and rules (different targets?)

Future research – possibilities and practicalities

• Large scale and valuable to society• Comparison - Working prison v Progressive prison• Higher level Distance Learning? • Moving frame of reference – how far?• Comparison - with non-prisoner?• Does it make a difference? Longitudinal study, probation• Support from within• IT - Virtual Campus

Source: www.emeraldinsight.com/journals.htm?articleid...

Prison

Education

Dept

OU

OU tutor

Student

Other prison students

DL coordinator

(OLASS/CIAS/L&S))

Other inmates

Outside world

Original source: Higher Education in Prison: Just another chapter in the bigger picture? Peter Mortimer, Cned-Éifad, France

HE/DL Process

Internet

Prison staff

Learning Management – Virtual Campus/Intranet

L1 Literacy and Numeracy

L2 Core Curriculum

OU Openings

HE

HE/DL process

OLASS/ L&S

Classroom education

Distance Learning

Enter

Enter

Pro

gres

sion

• OU + others: NEC, Open College of Arts, Stonebridge• IAG• Sift process• Funding• IT compatibility