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Stakeholder Perceptions of Prisoner Learning

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Stakeholder Perceptions of Prisoner Learning Stakeholder Perceptions of Prisoner Learning by Miriam Adele Oxford, BAVE(Hons), GCertHR, GCertCrim, MBT Thesis Submitted in Fulfilment of the Requirements for the Degree of Doctor of Philosophy Faculty of Education University of Tasmania August 2018 Declaration of Originality This thesis contains no material which has been accepted for a degree or diploma by the University or any other institution, except by way of background information and duly acknowledged in the thesis, and to the best of my knowledge and belief it contains no material previously published or written by another person except where due acknowledgement is made in the text or the thesis, nor does the thesis contain any material that infringes copyright. Authority of Access This thesis may be made available for loan and copying in accordance with CC0 waiver. I hereby waive all copyright and related or neighbouring rights together with all associated claims and causes of action with respect to this work to the extent possible under the law. Statement of Ethical Conduct The research associated with this thesis abides by the international and Australian codes on human and animal experimentation, the guidelines by the Australian Government’s Office of the Gene Technology Regulator, and the rulings of the Safety, Ethics and Institutional Biosafety Committees of the University. Abstract This study focussed on prisoner learning within Tasmanian adult prisons. This thesis was undertaken to explore understandings and perceptions from various stakeholder groups in order to provide rich data from a range of perspectives. The major focus of this thesis was on both formal and informal learning and explored the issue of what prisoners reportedly learn from the lived experience of prison; from other prisoners, staff and service providers and seeks to understand and report stakeholders' views of what learning is 'valued'. Stakeholders who participated in this case study ranged from those in relevant institutional positions, such as Police, Community Corrections Officers, through to formerly incarcerated persons, to employees of organisations who work with prisoners in education and support services, and related groups such as members of the legal profession and politicians. Participants were chosen through purposive and snowball sampling. Qualitative data was collected through semi-structured questions using both telephone and face-to-face interviews of approximately one hour. The data indicate that despite the difficulties, there are lives which are changed in positive ways; however, unfortunately for others the experience of prison is damaging, harmful and leads to increased anti-social behaviours. The experience of incarceration through the social, organisational, environmental, individual and learning systems all have a significant impact on what prisoners learn during incarceration. Often the skills required to survive the current prison regime work against prisoners leading pro-social lives once released. Ensuring prisoners spend their time engaged in pro-social activities, facilitating community interaction and family contact, along with improving the social environment of prison are all important elements of supporting personal change. This thesis will be of interest for those involved in prisoner rehabilitation and learning, policy makers and politicians, court authorities, and members of the community who wish to be informed of how those involved in this important activity perceive the present situation. Dedication For my son, Jayden Acknowledgments I would like to acknowledge the people who are in prison and those who have been imprisoned for their support for this project. This work would not have happened, if not for my family and their support. My son is currently incarcerated within the Tasmania Prison Service – and I feel that a part of me is also incarcerated with him, although not physically. I thank him for his courage to walk this journey with me, he has risked far more than I and has worn the consequences of my outspokenness. I would like to thank my supervisors, Professor John Williamson and Professor Rob White, both incredible academics. Thank you for passing on your skills and knowledge, and for supporting me, even when things got controversial. I would like to acknowledge the participants who gave their time to help increase my knowledge of our prisons. This work would not have been possible without their valuable insight. Finally, I would like to thank all my friends and family for the support and courage that you have provided me through this journey. Table of Contents Chapter 1 Introduction .................................................................................... 1 1.1 Introduction ...................................................................................... 1 1.2 Background ...................................................................................... 2 1.3 Significance of the Study ................................................................. 7 1.4 Influences on Policy and Practice .................................................... 9 1.5 Types of Learning .......................................................................... 10 1.5.1 Formal Learning................................................................................... 11 1.5.2 Informal Learning ................................................................................ 12 1.5.3 Collateral Learning and the Hidden Curriculum ................................. 13 1.6 The Role of Learning ..................................................................... 14 1.7 Rehabilitation and the Criminogenic Effects of Prison ................. 18 1.8 Moral Dimensions of Learning ...................................................... 22 1.9 Prisoners and Personal Development............................................. 24 1.10 Summary ........................................................................................ 25 Chapter 2 Literature review: Theories influencing prisoner learning ........... 27 2.1 Introduction .................................................................................... 27 2.2 Theoretical Foundations................................................................. 28 2.2.1 Critical Criminology ............................................................................ 29 2.2.2 Convict Criminology ........................................................................... 29 2.2.3 Labelling Theory .................................................................................. 30 2.2.4 Social Learning Theory ........................................................................ 31 2.2.5 Desistance Theory ................................................................................ 32 2.2.6 Andragogy............................................................................................ 33 i 2.2.7 General Theory of Prison Education .................................................... 34 2.3 Stakeholders, Networks and Prisoner Learning ............................. 36 2.3.1 Stakeholders Influence on Prisoner Learning ...................................... 40 2.4 Summary ........................................................................................ 43 Chapter 3 Methodology: Getting over the prison fence ................................ 45 3.1 Research Approach ........................................................................ 46 3.2 Research Design ............................................................................. 47 3.3 The Researcher ............................................................................... 49 3.4 Authenticity and Trustworthiness .................................................. 51 3.5 Ethical Issues ................................................................................. 53 3.6 Stages of Research ......................................................................... 57 3.7 Limitations of the Research ........................................................... 59 3.8 Data Gathering Methods ................................................................ 59 3.9 Participants ..................................................................................... 62 3.10 Data Analysis ................................................................................. 64 3.11 Summary ........................................................................................ 66 Chapter 4 Background and Context: what is over the prison fence? ............ 67 4.1 Introduction .................................................................................... 67 4.2 Tasmanian Prison Population ........................................................ 68 4.2.1 Prisons in Tasmania ............................................................................. 69 4.2.2 Prison Infrastructure............................................................................. 70 4.2.3 Financial Information........................................................................... 73 4.2.4 Past and Present: Recent Developments in ‘Corrections’ .................... 74 4.2.5 Barriers to Learning ............................................................................. 79 4.2.6 Strategy Launch ................................................................................... 83 ii 4.2.7 Strategic Plan for Prison Education ..................................................... 84 4.2.8 Delivering Prisoner Activities in Tasmania ........................................
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