International Journal of Bias, Identity and Diversities in Education最新文献

{"title":"Incarcerated Students, the Technological Divide and the Challenges in Tertiary Education Delivery","authors":"Lorna G. Barrow, T. Ambler, M. Bailey, Andrew McKinnon","doi":"10.4018/IJBIDE.2019010102","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010102","url":null,"abstract":"The technological divide that incarcerated students experience when undertaking tertiary studies via Distance Education (DE) separates them from other university students. The aim of this article is to research the problems incarcerated students have accessing technology for the purpose of study and to understand the technological facilities needed to support their learning. Quantitative and qualitative survey data was collected for the study from students in the New South Wales Corrective Services (NSWCS) and from Prison Education Officers (PEOs) employed by NSWCS. The surveys explored the educational and technological concerns, present and future, of this cohort of diverse students and examined the perspectives of the PEOs. Findings from the research highlight that incarcerated students engaged in study felt it made them feel positive about their future, inspired them to continue studying after their prison term, and they would recommend further study to fellow prisoners. Preparing those in Corrective Services (CS) for life after incarceration is essential for reducing recidivism. As this article reveals, educating those in the prison system may contribute to enhanced social and cultural capital and thus it is an important consideration for government.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"299 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134144412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Bridges Across Diversity","authors":"H. King, F. Measham, Kate O’Brien","doi":"10.4018/IJBIDE.2019010105","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010105","url":null,"abstract":"The Inside-Out Prison Exchange Programme is a unique prison education programme that brings together ‘Inside' (prison) students and ‘Outside' (university) students to learn collaboratively through dialogue and community-building exercises within the prison walls. Challenging prejudices and breaking down social barriers, the programme provides students from diverse backgrounds with a transformative learning opportunity. Drawing on the critical pedagogy of Paolo Freire and the teaching practice of bell hooks, Inside-Out instructors engage in ‘teaching to transgress,' enabling students to understand experientially the ways in which every day and commonplace environments are shaped by privilege and inequalities. The programme was founded 20 years ago by Temple University criminologist Lori Pompa in collaboration with incarcerated men at Graterford State Correctional Institution in response to the racial injustice and mass incarceration that characterized the US criminal justice system. Durham University criminologists introduced Inside-Out to the UK in 2014, at three very different prisons: a men's category A (high security) prison, a men's category B (medium security) prison and a women's prison. A decade on the government's introduction of the Widening Participation agenda in higher education (HE), with levels of inequality in and access to HE, particularly within Russell Group Universities, is persistently high, Inside-Out challenges this lack of diversity in HE head on. This article explores how the Inside-Out ethos and pedagogy are powerful means through which inequalities rooted in gender, ethnicity and privilege can be exposed and challenged within the unique prism of the prison setting. Quantitative and qualitative data from three years of programme delivery across the three prisons will be drawn upon. The article will argue that the Inside-Out model can overcome social barriers and prejudices to embrace and celebrate diversity; support students to critically explore their own beliefs and identities; and go on to utilise this educational experience to foster social change on both sides of the prison walls.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132512710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identity, Hard Sums and Butterflies","authors":"C. Byrne, B. Bowe, Michael Carr","doi":"10.4018/IJBIDE.2019010103","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010103","url":null,"abstract":"This article examines mathematics education in the Irish prison system, and the impact that learning mathematics and receiving certification has on the identity of those studying so-called ‘hard sums.' It describes the lived experiences of people who have taken classes in prison, reflects on why they came to these classes to begin with, charts their emotions, and how they express their new identities as students. This article draws from earlier studies into the experiences of former prisoners who are currently engaged in higher level education, and who reflected on the effects that learning had on their identities: as parents, as sons or daughters, as citizens, as students. The article looks at how their experiences contrast with the experiences of other mature students returning to education in other higher and further education settings. National certification is available to everyone attending education in prison in Ireland, and this article reflects on the impact that certification has on the identity of the prisoner. It will show that in prison, a small step in the right direction at the right time can lead to identity change, akin to a transformation from cocoon to butterfly. The author has taught for many years in prison education centres, and is currently researching mathematics education in prisons, from different perspectives including mathematical self-efficacy, grit and resilience and the impact of mathematics education on the identity of the individual.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126022112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Incarcerated Identities","authors":"Marcus Harmes, S. Hopkins, H. Farley","doi":"10.4018/IJBIDE.2019010101","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010101","url":null,"abstract":"Incarcerated students face multiple obstacles and constraints while attempting to complete tertiary and pre-tertiary educational programs within Australian prisons. Some of these barriers relate to the individual's attitudes and actions, during and prior to imprisonment, while other barriers may relate to systemic bias and social disadvantages, which the individual cannot control. The classed and racialized realities of Australia's criminal justice system are evident in the dramatically disproportionate rate of imprisonment of Indigenous people, and in Australian state governments' increasingly punitive approach to crime and sentencing which typically captures already excluded and marginalised populations. This prevailing ‘criminology of the other,' creates particular tensions for incarcerated students, who are typically attempting to construct positive student identities, as an alternative to being defined as ‘other,' ‘criminal' or ‘deviant.' Using data from a focus group discussion with 12 male incarcerated students inside an Australian prison, this article gives voice to our incarcerated university students, their attempts to construct new horizons for the self through education, and the numerous barriers they encounter along the way.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130079957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}