Ed 334 371 Author Title Institution Spons Agency

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AUTHOR Paul, Marianne TITLE When Words Are Bars. A Guide to Literacy Programming in Correctional Institutions. INSTITUTION Core Literacy, Kitchener (Ontario). SPONS AGENCY Ontario Dept. of Education, Toronto.; Ontario Ministry of Skills Development, Toronto. REPORT NO ISBN-0-9695074-0-2 PUB DATE 91 NOTE 104p. AVAILABLE FROMCore Literacy, 58 Queen Street South, Kitchener, Ontario N1G 1V6, Canada. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Classroom Techniques; Community Programs; Community Resources; *Correctional Education; Curriculum Development; Fducational Resources; Foreign Countries; Intergenerational Programs; *Literacy Education; *Prisoners; *Program Development; Reading Instruction; *Teaching Methods IDENTIFIERS Family Literacy

ABSTRACT This five-chapter guide for coordinators of community-based literacy groups working with prisoners is illustrated with prisoners' drawings. The first chapter examines issues affecting learning behind bars. Topics covered include similarities to and differences from other programs, respecting the learner's culture, links between poverty and literacy and poverty and jail, statistical findings, and the effects of the prison environment on learning. Chapter 2 discusses the role of the community, including examining fears and stereotypes, reintegration into society, community volunteers' roles, how prisoners learn from community tutors, and how the community gains. In the third chapter, strategies to promote literacy are suggested, such as adopting the prison library, rewriting materials into easy-to-read formats, peer tutors, group work, one-on-one tutoring, working with teachers, the learner-centered approach, work-related literacy, and family literacy. The fourth chapter gives advice on setting up the program, includihg information on how the type of J.nstitution affects the literacy group, working cooperatively with other 1.'teracy groups, developing a regional plan, establishing a liaison, advertising the program inside, training tutors, resources, and inviting feedback from learners. The final chapter providAs suggostions for continuing the services upon release, such as setting up a meet:.ng space, dealing with problems, working in halfway houses, and networking with other agencies. Each chapter ends with a section of resources. Appendixes include facts and definitions; a bibliography listing 35 Canadian publications, 6 literacy reports, 8 non-Canadian publications, and 20 Correctional Services of Canada Publications. (KC) !ti

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kr) 0 WHEN WORDS ARE BARS

A Guide to Literacy Programming in Correctional institutions

By Marianne Paul Published by Core Literacy Waterloo Region, Inc. 1991 2 3 Acknowledgements

Copyright © Core Literacy, Waterloo Region, When Words Are Bars was made possible Jnc. 1991 through financial assistance from the Special Project Fund of the Ontario Ministry of Skills All rights reserved. This book may not be reproduced in whole or part, by mimeograph Development. Core Literacy gratefully acknowledges the support of the Literacy or any other means, without permission from the publisher. Branch of the Ontario Ministry of Education. Grateful acknowledgement is also made for Publisher permission to reprint the following material. Core Literacy 58 Queen Street South Excerpts from A Rock and a Hard Place by Lisa Hobbs Kitchener, Ontario Birnie 0 1990, published by Macmillan of Canada, a N1G 1V6 Division of Canada Publishing Corporation. (519) 743-6090 Excerpts from "Compulsory Education Policy and the Project Co-ordinator Literacy Classroom," by Heather Stewart. Doug Rankin Excerpts from The Report on the LiNracy Needs of Women in Conflict with the Law, by Barbara MacDonald, published Researcher/Writer by the Canadian Association Or Elizabeth Fry Societies. Marianne Paul Excerpts from The John fLavar4 Society Of Canada National Literacy Project Report, by Kimberly Pate. Advisory/Editorial Board Nick Blazevic Excerpts from Words From Inside, published by Prison The Rev. Stephen J. Gross Arts Foundation, with special permission from Stephen Lenore Latta Reid to reprint from his preface. Anne Ramsey Excerpts from Prison founal, published by the Institutefor Doug Rankin the Humanities, Simon Fraser University, including an Robert Straby excerpt from Dr. Peter Murphy's article, "OfCensorship and Prisons: Some Modest Proposals," Prison Journal No. 8. Graphic Design published in Graham Graphics How Many More Days by Nick Blazevic, first a book of his poems entitledLost In Darkness.

Excerpts from Too Few to Count. Canadian Women in Conflict with the Law, edited by Ellen Adelberg and Claudia Currie, 0 1987, published by Press Gang Publishers.

Excerpts from Journal of Prisoners on Prisons, publishedin Edmonton, Alberta. ISBN 0-9695074-0-2 4 Acknowledgements 5

Excerpts fromCommunications, Content and Cooperation: An Introduction to Psycho losyby Howard Davidson, to be CONTENTS published in the Spring of 1991 by Desilig Ltd. (Calgary).

Reading is Freedomby Shirley Duemo, originally published A WORD AT THE BEGINNING inThe Westcoast Reader,Capilano College.

Excerpts from"Ex-Cons Land Softly on Street,"by Licia THE ARTISTS Corbel la, published in The Toronto Sun. Page 11 Chapter One Excerpts from theMission of the Correctional Service of A I OOK INSIDE Canadaand the brochureAdult Basic Education Program, Issues Affecting Learning Behind Bars published by the Correctional Service of Canada.

Excerpts from a draft copy ofVolunteer Coordinail.:74 Page 39 Chapter Two Procedures Manual,Ontario Ministry of Correctional REACHING IN Services. The Role of the Community Excerp6 fromShaking it Rough: A Prison Memoir,by Andreas Schrceder, 0 1976, published by Doubleday Page 53 Chapter Three Canada Limited. STRATEGIES TO PROMOTE LITERACY

Artwork by prisoners and parolees supplied and used Page 93 Chapter Five with the permission ot, the Prison Arts Foundation. UPON RELE ASE A Continuation of Services Artwork by Rick Petsche, developed for Winter Films n illustrate the film production,The Other Prison. Page 101 Appendix FACTS AND DEFINITIONS

BIBLIOGRAPHY

INDEX 6 7 A Word at the Beginning 111111.1

About the When Words Are Bars is written for literacy Guide co-ordinators of community-based groups. It is hopedthat others will also benefit from the Guide. The word Guide has been carefullychosen. It emphasizes that each correctional facilityis different. Rules, procedures, staff organization and the needs of learners varyfrom institution to institution. There is no one setof written instructions that will apply to everysituation. Neither is there a single way in which all literacy groups operate. Literacyco-ordinators are encouraged toshape the information in the Guide to suit their individual program,their learners and the institution in whichthey operate. Feedback indicated at the beginning ofthis project that a need existed for a written resource that could beapplied to a variety of facilities the local jail, a detention centre, a provincial correctional centre or federal penitentiary. When Words Are Bars is designed to meetthis need. It gives general informationthat is useful to literacy workersoperating behind bars anywhere.

Notesand Each chapter ends with a sectioncalled Notes footnotes Networks and Networks. This section information, but is also meant to do more.It provides contacts for resources, books,journals videos, organizations and people important information literacy co-ordinators may want to follow up on their own. 8 A Word at the Beginning 9 The Artists

Language Words such as 'in jail', prison and prisoner are The following works of artare supplied by the often used in the Guide to refer to all Prison Arts Foundation. The Mission of the correctional facilities and the people serving Prison Arts Foundation is to aid andencourage time within them. This is not to ignore thefact artistic and cultural development in Canadian that there are differences between provincial correctional institutions and in convicted and federal corrections in Canada and between offenders, and to stimulate public interest in the various types of provincial facilities. People and involvement with the Canadian criminal primarily interested in specific terminology justice and correctional systems, convicted may want to read the Appendix, Facts and offenders, and processes andprograms of Definitions, first. rehabili.ation.

Recognition Many people influenced the direction of When Front Cover Title: Point of View (1) Words Are Bars. A sincere thanks is extendedto Artis:: Bjorn Mueller the members of the editorial/advisory board. Institution:Guelph Correctional Centre, Ontario Each one of you is reflected in the pages of this Back Cover Title: Point of View (2) book. Arast: Bjorn Mueller Thanks is also due to those people who took Institution:Guelph Correctional Centre, Ontario the time to srite, talk on the phone, meet in Page11 Title: Day Time person or provide resources and contacts. You Artist: Carl D. Biiley are too many to mention by name, but your Institution:Ontario Correctional lmtitute input was invaluable. Page15 Title: Bear and Eagle Thanks as well to Sandra Miner., John Artist: Clint Shipman (Two Feathers) Ahvenniemi, Shelley Borrowman, Michael Institution:Sarnia Jail, Ontario Johnson, Kimberly Pak, Pam Mayhew and Lise Page23 Title: Joey's World: Remembering de Villiers. You are all busy people, but still Artist: Wally Johnston found the time to offeryour insights, Institution:(Not known) knowledge and talent. Page29 Title: Chained Anger Finally, but most importantly,a spccial Artist: James Boyle thanks to those learners, prisoners and former Institution:(Not known) prisoners who shared their ideas, emotions, intelligence and experiences Page33 Title: Self-portrait either directly Artist: Roy "Kip" Ku Ily through conversations and interviews,or Institution:Saskatchewan Peniientiary through their writings and art. Page39 Title: Mo Iner and Child Artist: Ralston Bennett 7 Institution:Toronto West Detention Centre, Ontario 10 The Artists 11 Chapter One I1P.

Page45 Title: Snow Leopard Artist: Rodger Letkeman A LOOK INSIDE Institution: Mountain Institution, British Columbia Issues Affecting Learning Behind Bars Page53 Title: Cell Block 4C Artist: Linda Sailer Institution: Toronto West Detention Centre, Ontario

Page59 Title: The Eagle Artist: Rosie Todorova Institution:Vanier Centre for Women, Onbrio

Page65 Title: Spyhill Blue.; Artist: Carey Dale Edworthy Institution: Calgary Correctional Centre, Alberta

Page69 Title: Only A Pawn In Their Game Artist: Bjorn Mueller Institution: Guelph Correctional Centre, Ontario

Page73 Title: Cottage Artist: Fran Smith Institution:Prison for Women, Ontario

Page93 Title: Moments for Reflection Artist: Garry B. Stephens Institution:P.E.1. Provincial Correctional Centre

Page97 Title: (Untitled) Artist. Reggie liaglechild Institution:Calgary Remand Centre, Alberta

I'age 101 Title: Seconds In Time rtist: Gary Grassman Institution:Maplehurst Correctional Centre, Ontario

Page 109 Title: Home of the Brave Artist: Young Offender Institution:Gothic House, Toronto, Ontario

The following works of art are supplied by the artist, who developed them for Winter Films to illustrate the production, The Other Prison. l'age 83 Titles: (Untitled) Artist: Rick Petscha 9 BEST COPY AVAILABLE o 12 Chapter One 13 A Look Inside

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Contents Similarities to and differences from other Issues Whether inside or outside prison walls, literacy programs Affecting learners share common goals. They want to Respecting the learner's culture Learning improve their reading, writing and numeracy Behind Bars skills. They want to feel good about Links between poverty and literacy themselves, their accomplishments and their Links between Poverty and jail potential. Most want to be useful members of society, to enjoy life, to be loved and perhaps to Statistical findings love. An urgent need for literacy training behind If we break down the barriers that categories bars put between us, and think simply about The prison environment and its effects on people, many of these goals are common to us learning all. Aspects of prison culture and the literacy group Jails and prisons form a community within the The importance of being impartial community. As such, they have their own culture. There are values, viewpoints, ways of life and codes of conduct peculiar to life behind bars, and supported by the majority who live there. The place where prison learners work toward their goals is dramatically different from other places. Participation in a program behind bars is not the same as participation in a program in the community simply because the learners are in jail. Community literacy workers leave behind the world of bars and guards, the mle of law called the "inmate code," the regimentation and anonymity of an institution, the boredom of "doing time." They catch a glimpse at what it is to be imprisoned, but that is all, because the doors unlock for them. They may sympathize, but they can't truly understand what their learners' are experiencing, unless they themselves have served a sentence behind bars. Similarities in iearners' goals and needs, and differences in their environment and situation 14 A Look Inside 15 A Look Inside

these are the main ingredients of the challenge facing community-based literacy programs which operate behind bars. The two aspects should not be viewed as sepa r.te or in opposition. Together, they are a fact of life for the prison learner. Community-based literacy groups must keep both in balance in order to offer a program that has relevance for those in jail.

Culture and Literacy groups are becoming increasingly Literacy aware of the need to recognize and respect the cultures of learners in their programs. Without such understanding, literacy groups risk alienating the people they seek to serve. Culture affects learning. We can't view ourselves in isolation from where we've been or where we are. Our experiences and surroundings are part of a tapestry that gives us definition, that makes each of us unique. Literacy programs must be conscious of the culture of the people they serve, whether it is influenced by race, religion, economics, class or incarceration. The literacy worker has the dual responsibility oi respecting the heritage and background of the learner, as well as recognizing the demands of the prison culture within which the learner is placed. Many of those in Canadian jails, for exarnple, are Native people. Statistics show that in 1989 10.6% of all men serving time were Native by race, and 14.4% of all women) 1 4 These figures become even more significant when we realize that only 2% of the Canadian 1 3 BEST COPY AVAILABLE 16 A Look Inside 17 A Look Inside

population is Native (status and non-status In 1989, the Canadian Association of Elizabeth Indians, Metis and Inuit).2 Fry Societies issued the Report on the Literacy In a paper presented at Masqui Prison, Heather Needs of Women in Conflict With The Law. The Stewart, an instructor in literacy and Native report notes that women who come in contact education programs, stated: with the Society: do not tend to see literacy as a priority: they ...the Native prisoner is facing double jeopardy would rather have jobs and stable lives. They [when taking literacy classes]: incarceration and tend not to see the connections between literacy assimilation, by means of a literacy curriculum and employment, since they view a job not as a ;rorn a culture other than his own. However, it is also well documented in contemporary career, but as a mechanism for earning money education literature that Native people can in the short term.' benefit from mainstream education when, but Those who worked with the women identified only when, they have an understanding of their requirements more urgent than literacy: heritage and when their self-esteem is intact...3 [While the majority] felt there is a great need for This chapter deals with issues affecting people literacy programming, agencies must deal with serving time, including aspects of prison the immediate physical and financial needs of culture. It is important that literacy workers their clients first; literacy training comes a far understand prison culture, but at the same second.' time, respect the heritage of individual learners. A challenge is spelled out for Respect is integral to the learning of literacy community-based literacy groups. There is a skills. Programs help to cultivate respect by need to educate others on the primary demonstrating a sensitivity to the issues, needs importance of literacy training. This includes and values that are important to the individual. those who may be the recipients of such training and those who are in a position to refer them to it. Poverty and Poverty and illiteracy are often linked. They Literacy sometimes form "Catch-22" cycles reading The community-based literacy group must also and writing skills being required to find and examine its programs, and then shape them to keep a job and financial stability being the ensure they are relevant to the immediate vehicle for gaining these skills. needs of each learner. Literacy must not be presented as something "separate" from Many of those struggling to make ends meet do everyday living, but as an integral part of it. not see literacy as a solution to their poverty. Literacy takes a back seat to imme&ate But still another challenge is issued to demands. If identified as a goal, literacy is community-based literacy groups through the viewed as an "extra," something to be Elizabeth Fry Society report. That challenge addressed in the future after other needs are to enter and deliver programs inside Canadian met. The "Catch-22" cycle continues. jails and prisons. 18 A Look Inside 19 A Look Inside

"Literacy needs should be addressedwithin the The cycle continues. Those who have been institution, while there is time that is generally released sometimes return to crime and jail. wasted," an Executive Director of the Elizabeth Many are unable to find employment because Fry Society explained. "Even ina 30-day they lack the skills that are needed on the job sentence, significant inroads could be madeas market. Others lack basic literacy skills, or have the start of a positive experience. Womenare had them eroded through lack of use while in open to learning at these times. They have jail. Still ethers must contend with the "mark" nothing to lose, but lots to gain."6 of having been imprisoned. Employers do not want to hire them. IncarcerationPoverty is linked to both illiteracy and Todd is serving time at a provincial jail. He is and Poverty incarceration. A former parole boardmember, thirty years old, and cannot read or write Lisa Hobbs Ph nie, noted in A Rock anda Hard beyond recognizing the letters of the alphabet. Place: He took literacy training because he thought it One only hi s to work in any prison fora few would help him make parole. He dictated a days to realize that prisonsare institutions childhood memory to his tutor, creating primarily for the poor.' material for learning. The material sheds light on why he hadn't nystered literacy skills, and This is not to say that many poor people are on his childhood poverty and neglect: criminals, or that well-to-do peopleare all law-abiding, nor to deny that the criminalhas I left home when I was eleven years old. I lived free will. It is simply tosay that most criminals in a park and slept with a sleeping bag over me. who are caught and incarceratedare the I had sardines for food and bread. I collected products of poverty. White collar-crimeis pop bottles. I smoked cigarette butts and took difficult to prove andyou don't find food from the winos. well-educated or middle-class peoplein the loaup for holding upa 7-Eleven store with a penknife, doing a series of neighbourhood Literacy and Studies show that many in Canadian jails have break-and-enters, or clobberinga cab driver for Incarcerationpoor literacy skills. According to statistics his money. The well-off already have the things compiled by Correctional Services Canada, that can be obtained from this type of crime." approximately 65% of those entering the prison Poverty affects those in jail inmany ways. If a system for the first time are functionally illiterate. A 1981 Canadian census sets the husband is convicted and sent to prison,the wife often finds herself strugglingto make ends statistics at 39% in provincial jails, and 70% in meet. If he is transferred, the familymay have federal prisons.9 to move close to the institution inan attempt to An informal estimate given in the Elizabeth Fry keep bonds intact. Savingsare often spent to Society literacy report states that 50-80% of pay lawyers' fees, or cover household expenses, women coming through the agency have such as food and shelter. Family memberson literacy needs. Thehn Howard Society of the outside also "do time." 20 A Look Inside 21 A Look Inside

Canada National Literacy Project Report doesnot education (half reportPd they had attended provide statistics, but points out that: high school; one-thin.4 had graduated from high school; and one-twelfth had graduated from certainly, the majority of those who work with offenders arid other groups with similar university). While this suggests that education socially-disadvantaged characteristics levels do not necessarily mean corresponding acknowledge that there is a noticeable lack of literacy levels, it also suggests that individuals functional literacy skills amongst the members who had enough literacy skills to get through of such groups.") school have lost these skills since. t he Southam Literacy Survey found that The Southam survey also found that many of aimost one in every four Canadians is those who hal completed fewer than eight functionally illiterate (these figures do not years of formal schoolingproved when tested include those in jails and prisons). Statistics to be functionally literate. They hadacquired Canada confirmed such findings ina 1990 the basic literacy skills outside of a school survey. setting. In a society that had taken the ability to read These findings have a particular bearing upon and write for granted, these numbers startled those in jail. Incarceration can erode literacy Canadians out of complacency toward literacy. skills simply because they are not put to use to Yet, if we accept the Southam statisticsas valid, the extent necessary to keep them sharp. This alongside those from Corrections Canada, the fact can be devastating to the person who has results are even more startling. The prison served his or her time and is trying to fit back population has more than twice the number into society. Skills that were once adequate may of individuals functionally illiterate than does have deteriorated to the point where job the non-prison population. hunting, or other tasks, suffer. Literacy, therefore, is a concern not only for the Using It or Broken Words, the Southam Literacy Report, person who was testedand found to be Losing It tells us that literacy skills erodeover time functionally illiterate at the beginning of his or without use. A "use it or lose it" philosophy her sentence, but also for thLse fund to be prevails. Practice is required to maintaina literate with 'borderline' results. A person can literacy level achieved. go to jail marginally literate, aa come out functionally illiterate. Literacy is dependent upon active participation in the world of print. This means using words and numbers in daily living. Use of literacy EnvironmentLearning hinges upon stimulation. This skills must be a constant and lifelong activity." stimulation may come from a wide selection of books or other resources, open discussion of A high percentage of those tested and found to ideas and issues, or thr3ugh participation in the be functionally illiterate in the Southam Survey said they had more than a grade eight print-related world. 22 A Look Inside 23 A Look Inside

Most prison librariesare limited in their selection and hours ofoperation. Materials which a tutor bringsto the literacy sessionmay be censoredor delayed while gaining security clearance. Security is a fact inany controlled setting, whether a federal penitentiary,a provincial correctional centreor a city jail. The community-based literacygroup may be unaccustomed to restrictions.The model for its operations is beyond prisonwalls, and many of the new rulesseem to conflict with the goals of the literacyprogram. As one correctional officerput it, people on the outside often don't understandthe situation inside "The spine ofa hard-cover book," he said, "can hidea knife." New tutors coming toa jail are often surprised by the drabness of thephysical surroundings. The outside world isone of sensory overload, with colours, objects, signsand symbols competing for attention all part of the print-related worldupon which literacy in dependent.

A woman, takinga correspondence course ata maximum security prison,submitted a story to her teacher. The story toldabout a world that was grey. The tables weregrey. The walls were grey. The grass and treeswere grey. Only the main characterwas brightly coloured. She knew that somewhere faraway there was a place whereeveryone liked her, but she only dimly remembered it. Thisplace, too, was brightly coloured. The teacherwas moved, and then startled when she realized that the writer haddrawn on her BEST COPY AVAILABLE 21 24 A Look inside 25 A Look Inside

own experience to create the fictionalworld. Prison is an environment that feedsupon The storywas a metaphor for prison. Itpointed out the monotony of prison life weaknesses. Building walls around oneself the lack of helps to disguise those things that will, intellectual, emotionaland sensory stimulation in all behind bars. likelihood, be perceivedas weaknesses by others. Illiteracy isone of those things. One youngman, who had received a It takes courage for the temporary absencepass from a federal person in the penitentiary, talked about community to seek help reading and writing. returning to the The need for courage is even greater for prison early, overwhelmed bythe stimulation those in jail, where there are few secrets, and there which is part of everydaycity life: is little tolerance for "weaknesses." The cars were movingso fast, people rushing about in the stores Christmasshopping, I couldn't take it... Sensitivity Learners in jail will, at times, be preoccupied with concerns that take precedenceover In one community-basedliteracy program, tutors realized that literacy sessions. Thesemay include sentencing, sessions behind bars almost parole hearings, appeals, requests for always began with thelearner asking about the temporary absences or other issues. Theymay weather. Usually, suchremarks are simplyan attempt to make conversatiun. involve family or problems in personal But within the relationships made all themore frustrating maximum-security institution,where themen spent most of the time indoors, because the learner cannot leave jail to takecare and time of them. They may involve emotional outside was restricted,the question takeson new meaning. responses such as anger or depression resulting from the day-to-day realities of beioz in jail. Building The lack of emotional stimulation behind bars The tutor needs to show sensitivity towards Walls is as much a product of self-censorshipas what life in jail is like and how jailmay affect anything else. In order to survive, people build learning. It means lookinE, at things from the walls around themselves. It makes the "time" learner's perspective and recognizing thatit more tolerable. In an interview in Prison won't always be thesame as your own. journal, a prisoner explained: One teacher leading a writing workshop ina ... any feelings you come in with you got to bury women's prison spoke of a ride onyacht to it, or put it deep behinda wall... a person might not be able to come to terms with explain a point she was trying to make. She another person then realized the insensitivity of her remark. really close to them after hehas been in fora long time. I, myself, haveburied my feelings for The women were serving long sentences, and anything Whatever feelings I did letout were many were poor. They had never ridden on a 0 0 really guarded. You tendto do that. It becomes yacht, nor were they likely to. The example had 4.. an automatic reaction.'2 no relevance to their lives. r) 3 26 A Look Inside 27 A Look Inside

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Preserving In the preface of Words from Inside (Vdume 9, underscores another vital reason for literacy the "I" 1989), the anthology of the Prison Arts training behind bars. Foundation, Canadian author and former prisoner, Stephen Reid, wrote: Emotions Anger, frustration and pain are words used ...walk into any Canadian city lockup - where often by prison writers. Being in jail is no writing instruments are permitted - and the frightening, threatening and lonely. Time takes first thing to strike you will be the amount of graffiti scratched on the walls, into the tabletops, on a new role as a Captor. The sky becomes a and b;Jrned onto the ceiling.., prisoners symbol for freedom ... walls and bars are a everywhere have ar,ways felt the need to leave constant reminder of a lack of it. their mark, to make sense of their world. Novels But then, prison is not meant to be "pleasant." have been written in berry juice, diaries have As one correctional officer put it, "they're in been inscribed on cigarette papers, and poems carved in bars of soap. jail." That sums up the reality. It is "in jail" that these learners set out to learn. That act alone ...Locked away in a prison, held separate from deserves respect and support from members of the world, made to move daily through a hostile the literacy community who know of the and menacing environ w:iere murder is not a challenges learners face, even under ideal metaphor, ideas are contraband, and sex is just learning conditions. a memory, the prisoner possesses an experience capable of rendering some of the most simple, Nick Blazevic participated in a community- most profound statements there are to be made based literacy program in jail. His poetry on t:le human condition. echoes themes that reflect the re4lities of life for ...All writers grapple with the "in-exactness" of those behind bars. the written word; many writers lack technical How Many More Days piowess. Prison writers are no exception. But It seems like a million days have gone by prisor writing will always be unique, often raw since the last time I saw the vast blue .4cy and powerful, because it is writing heal now I am just a prisoner of Him experience, not about it. )3 all my future plans are on the line Perhaps it is the intensity of the prison -ing alone and not feeling safe experience that demands a voice. Perhaps it is sitting he,.e and not btins brave the difficulty in maintaining an individual how many more days will I be in this pain identity. The written word reinforces the fact living alone, slowly going insane how many more days will I cry out loud that there is still an "I." not feeling safe, with a dangerous crowd Those in jail dress alike, eat the same food at h Ai/ many more days must I stay in here the same time, are locked into cells at the same as I struggle through this life of for. :4 tine, wake up at the same time, are counted a` the same time and are identified as numbers. Self-Esteem Adults enrolled in literacy training were often But their words belong to them alone. This `x unsuccessful in the regular school system. 28 A Look Inside 29 A Look Inside

Many had "failing" grades, and "dropped out" at an early age. Negative experiences at school reinforced later feelings of inadequacy, leading many adults to the false conclusion that "they can't learn because they are stupid." Those within prison are not immune to such feelings. It is reasonable to assume that negative feelings about learning and education are magnified in an setting in which it is estimated that more than half of the population is functionally illiterate. Kim Pate interviewed prisoners and ex-prisoners about their experiences with the formal education system. She wrote in the John Howard Society National Literacy Project Report: Those interviewed reported that many of the past educational experiences of offenders are quite negative and unhappy. Reports ranged from accounts of individuals being ostracized by students and teachers alike because of learning difficulties to stories of the labelling of new students based upon the transgressions of older siblings or other family members. I lome situations were often reported as having been somewhat lacking in supportive, educationalguidanceandfrequently emotionally as well as physically abusive. '5 Abuse is often part of the upbringing of those who end up in jail, according to Lisa Hobbs Birnie. In prison, she found: a sub-stratum of society where abuse is the normal pattern of child hood, and a stable, loving, nurturing beginning the exception. lb She kept a tally of the family and social history of all the people between the ages of eighteen and forty she interviewed as a member of the BEST COPY AVAILABLE 30 A Look Inside 31 A Look Inside 411110

parole board. She discovered that 78% had been life behind bars the monitoring of visits, "cruelly abused" when they were young.'7 searches of prisoners, and sometimes their At the 1990 annual conference of the visitors, and the reading of mail. Correctional Education Association, prison The exploration took an unexpected turn. educators from around the world g.hered to Censorship of prisoners by prisoners became exchange ideas. One theme was stressed an issue. Some writers refused to have their repeatedly. Learners inside have low self-esteem. work featured with the work of former guards, They lack faith in their own abilides or potential, prisoners detained in Protective Custody and particularly with respect to learning. It is "skinners" who had been convicted of sex probable that childhood abuse is a contributing crimes.'9 They claimed they wouldn't associate factor to these feelings, as well as the prisoner's with such groups in prison neither would past failures within the educational system. they in print. Successful literacy workers are sensitive to the Another aspect of prison culture that may needs of adult learners. They recognize that, for affect the literacy group is the strict rule of '"us many of the people who participate in their against them at all costs', no matter who has programs, previous attempts to master bash: done what and what you might know about reading and writing skills have been it.20 unsuccessful. Tutors are careful to create a learning environment that is non-threatening Jails, by their nature, set up a dichotomy and where the learner experiences earlysuccess. between those "kept" and their "keepers." One This is extremely important in a jail or prison prisoner explained: where opportunities for successare minimal and As individuals, some [correctional staff] are low self-esteem is common. fine people, and in another situation, we might havo been friends, but I hate them now because of the job they've chosen. Some Preson Journal, a collection of poetry, short A dimension is added to the concept of Aspects of stories, essays and interviews, is published by the Institute for the Humanities at Simon Fraser learner-tutor confidentiality in an environment Prison where being "solid" or trustworthy is of Culture University in British Columbia. The aims of the journal are -to provide an arena for the captive highest value. Informants are shunned by the voices of those who are imprisoned; to be a prison population. spotlight of raw illumination on their condition; A literacy co-ordinator told of a situation in and to offer a forum to all those concerned with which learners in prison "tested" the group by carrying out a serious examination of the feeding false rumours to the tutors. A response phenomenon of prison." by correctional staff to the rumours would The 1989 issue of Prison Journal explored have been "proof" that the program could not 27 censorship. It examined factors that are part of be trusted, ard so would have sounded its death knell. 32 A Look Inside 33 A Look Inside

The literacy co-ordinator suggested that tutors should not discuss information that would put themselves at risk or compromise the reputation of the program from either the perspective of the learners or of the prison staff. This requires steering clear of conversations that must be reported. Other topics include those that may result in the tutor being asked to deliver items, or perform other tasks.

__Aktdkraira._ Impartiality Once a person enters jail, conduct is monitored .04 .rz, and evaluated. There are reports to be issued, 11441 and decisions to be made by prison staff and "014 others in the criminal justice system. These 411P decisions affect transfers, parole, counselling opportunities, sentences and privileges. As Ellen Adelberg and Claudia Currie noted in their introduction to Too Few To Count, Canadian Women in Conflict with the Law: Most of the women we met were young and poor. Very few finished' high school, and still fewer had any training for the job market. However, as a result of coming into conflict with the law, their lives were laid open for inspection and judgment by various people in the justice system...2' The community-based litera-..y group may be expected to participate in sucZ1 judgments by reporting behaviour and progress of individuals during sessions. But to do so will change the nature of the tutor-learner relationship. It will shift emphasis away from the primary focus of the program to improve literacy skills. A literacy woiker who has never visiteda prison before is hit with a barrage of t)0 BEST COPY AVAILABLE 34 A Look inside 35 A Look Inside

experiences. Dependingupon the security level of the institution, thereare such things as wire A Final Word Jail brings a unique and difficult set of fences, armed guardspatrolling the perimeter conditions to the teaching (and learning) of of the facility andwatching froln towers, video literacy skills. Each person involved in the cameras monitoring movement, staffbehind process has demands placed upon him or black-tinted glass in thereception area, doors her that are out of the ordinary. These buzzing locked and unlockedwith each person demands require patience, creativity, passing through them, "frisks"or searches of sensitivity to the perspective of others and, learners, and the sights andsounds of families at times, compromise. A literacy program visiting and then separating. behind bars has little chance of succeeding Sympathy for the learner iseasy to feel, and not without extra effort from, and the necessarily to be avoided.It is important, commitment of, all learners, literacy however, that literacy workersnot to be drawn workers and prison staff. into the "we-they" dichotomythat often exists between prisoners andcorrectional staff. Recognize and respect it,a literacy co-ordinatorNotes and I.Statistics are taken from the booklet, !;asic Facts Ahout offered, but don't become Corrections In Canada 1990. This and other brochures part of it. Networks are available by writing to: Communications Branch, In practice, thismeans acknowledging as valid The Correctional Service of Canada, 340 Laurier the tensions that existon the part of staff and Avenue West, Ottawa, Ontario, K1A 0P9. prisoners in any lock-upsituation. It means 2.See Lisa Hobbs Birnie's book, A Rock and a Hard Place, recognizing the need tomaintain an for a discussion about Native people and Canada's impartiality. It means obeyingthe rules of the criminal justice system, as well as insights about the institution, but at thesame time, showing parole system in general. A former member of the respect for the learner. parole board, she says her purpose in writing the book was "to explain how the board works, and to illustrate the human context within which it functions." The book is published by Macmillan of Canada.

3.Heather Ste wart coordinated the prison education programs that Fraser Valley College delivered for Corrections Canada: literacy, life skills and Native Education. For further information on her paper, "Compulsory Education Policy and the Literacy Classroom," write: Heather Stewart, Director, Toti:lthet Centre, P.O. Box 3359, Mission, B.C., V2V 4J5.

4-6. The Report on the Literacy Needs of Women in Conflict with The Law is available from the Canadian Association of Elizabeth Fry Societies, Suite 600 - 251 Bank Street, Ottawa, Ontario, K2P 1X3. Written as a 36 A Look Inside 37 A Look Inside

result of a research project aimedat determining the selected written entries in the Prison Arts Annual links between illiteracy,poverty and crime, it isan Competition. The visual arts and crafts submissions excellent look at the needs ofwomen in conflict with are displayed in an Exhibition which tours cities and the law, and is an invaluableresource for literacy groups aiming to provide servicesto this group. institutions across Canada. For more information, write: Prison Arts Foundation, 111 Darling Street, 7-8. Lisa Hobbs Birnie, ARock and A Hard Place. Brantford, Ontario, N3T 2K8.

9.These figuresare compiled by the Correctional Service 14. The poem originally appeared in the book Lost in Darkness, featuring work by Nick Blazevic. Nick's of Canada, andare based upon testing of prisonersas they enter the federalsystem. poem "She" appears in Words from Inside, the 1990 issue of the anthology of the Prison Arts Foundation. 10. The John Howard Society ofCanada National Literacy Project Report is available fromJohn Howard Society, 15. John Howard Society National Literacy Project Report. 55 Parkdale Ave., Ottawa, OntarioK1E 1E5. The 16-17. Lisa Hobbs Birnie, A Rock and A Hard Place. report comprises three volumes, andgives literacy groups an overview of the issues involvedin offering programming in a prison environment. 18. Prison Journal, No. 8, deals with censorship. Dr. Peter Murphy's article, "Of Censorship and Prisons: Some 11. Broken Words containsarticles about literacy that Modest Proposals," observes that: "In jail, censorship originally appeared innewspapers across Canada is a fact of life: mail is censored, visits are censored... Within the prison world, censorship involves during September, 1987. Writtenby Peter Calamai, the articles are based on the findingsof the Southam conformity to or challenging of a number of national literacysurvey. The booklet offers a broad codes, those of the authorities or the prisoners look at literacy ir, Canada.One article deals themselves. The underlying issue is whether extreme specifically with prison literacyprograms: 'Prison forms of censorship are justified or necessary. Or inmates insist "carrot-and-stick"programs don't whether they are unwarranted intrusions into one's basic rights, those which must remain even in the work.' Copies of Broken Wordsare available for $2 by writing to Literacy, Southam NewspaperGroup, prison context." Suite 900, 150 Bloor Street West,Toronto, Ontario, M5S 2Y8. 19. Criminal Neglect. Why Sex Offenders Go Free, is written by Dr. W.I.. Marshall & Sylvia Barrett, and published by Doubleday Canada. It provides insight into sexual 12. The quotation is from PrisonJournal. No. 5, December 1985, Prison Journal featurescreativt work and crimes in Canada, and the treatment of those convicted of them. Interestingly, the authors also interviews by and aboutprisoners primarily, though relate the link between incarceration and poverty: not exclusively, in Canadian prisons.It is published by the Institute of Humanities,Simon Fraser "Although sex offenders who are imprisoned tem to be unemployed, unskilled or semi-skilled workers University, Burnaby, B.C.,V5A 1S6. Subscriptions and who have poor educations and few social graces, this back issues are available. Prisonjournal No. 7 deals specifically with prison literacy. is most likely due to the selective nature of the investigative and judicial process. Offenders from disadvantaged social classes are simply more likely to 13. Words from Inside is theannual anthology of the Prison be charged, convicted and incarcerated than men from Arts Foundation, a charitableorganization which more privileged ranks in society." "recognizes andencourages creativity and talent, and provides progressive educationaland rehabilitative 20. The quotation is from Shaking It Rough, A Prison opportunities for inmates and parolees."It features Memoir, by Andreas Schroeder. It is a deeply moving, 38 A Look Inside 39 Chapt& Two MVP alt!! /NV

well-written, and thoughtfullook at the prison experience. A reviewer writes: "Inthis memoir you REACHING IN feel the wrenchingiso:ation of prison, theconstant need to get along, andeven the gnawing worry that The Role of the Community you may never be able to adjustto the "outside" when you finally get out."

21. Too Few To Count. CanadianWomen in Conflict with the Lawis edited by Ellen Adelbergand Claudia Currie, and published by PressGang Publishers. Theeditors state that "approximately 98,00C,tharges were laid against women in Canadain 1984, and at lt 8,000 served time in prison." Theyadd: "This book isa pioneering effort to define theproblems related to women's conflict withCanadian law, am: to pointout avenues for change." 411si

ILA

33 BEST COPY AVAILABLE 41 Reaching In 40 ChapterTwo

A Dual Jail People who are illiterate and in jail are Examining our fearsand stereotypes contents imprisoned twice. First, there are the cells, bars, Reintegration intosociety walls and guards. Then, there is the other kind play Community volunteershave a role to of prison, less tangible, but just as confining, from community with bars made of words. Shirley Duemo How learnersin jail gain described this other prison in her poem. tutors Freedom gains How the community Freedom to me is being able to read. I would fill my life with books. And read and read and read. Not being able to read is like jail, A jail you build yourself. Stone by stone, bar by bar, block by block. But when you learn to read, the jail you build for yourself slowly begins to come down.'

Whose On a daily basis, literacy workers confront the Responsibility?realities of those trying to cope in a world designed for the literate. They see the human side of the statistics that state one in every four Canadian adults cannot read and write well enough to function adequately. Every person who musters the courage to approach a literacy program and ask for help has a story to tell. Every person has individual reasons for wanting to learn and personal experiences about how illiteracy affects his or her life. It is no different for people in jail. Literacy workers reach out to those in their community who need help mastering literacy skills. They may feel hesitant, however, about extending the same services to those in jail. Fear is often a factor. They don't want to become involved with people who are criminals. 0 0 43 Reaching In 42 ReachingIn esommme.

We are Violent crimes accounted for only 10% of the Such hesitancyis understandable. information aboutcrime from 2.4 million Criminal Code offences in 1989. bombarded with Property crimes were 60% of the total. The many sources.We read aboutit in newspaper clips about it onthe evening prevalent stereotype of a "criminal" as someone and books. We see who is violent does not apply to many in TV news. Wewatch moviesand television plots that revolvearound criminal conflict with the law. Neither is it true that dramas with those in conflict with the law represent a small people whocommit them. acts and segment of our society. Many of us are hear and see is But much ofwhat we read, involved, and this cannot be ignored.4 sensationalized. Ourstereotypesdo not apply to most ofthose serving asentence. ReintegrationExperts talk about the importance of a smooth transition to the community for those released from itself. We Society at largesets jails apart from jail. Experience and common sense tell us Examining them. In our ignore thepeople who inhabit that people who have trouble fitting into society the It is a minds, they existoutside the community. increase their chances of ending up behind bars Stereotypes collective shunning. once again. Yet, "they" maybe family,friends, neighbours, Reintegration into society is often viewed as a from all evenourselves. "They" come one-way street. This street leads from the jail to society segments of societyand will return to the community. But the street can also lead the when their timeis served. other way. The community needs to reach "in" Crime involves alarge numberof us. Thirteen to those behind bars before they find percent of thosein the adultpopulation in themselves out of jail and unsure where to turn. total, that's Cana(' havecriminal records. In Literacy training works behind bars for all the yearly basis, more 2.5 millionpeople. On a same rea..nns that it works on the street. sentenced to servetime than 189,000people are Learners gain an improvement in self-esteem. in Canada'federal andprovincial correctional They are able to function more effectively in institutiont... ways defined by themselves to be important. Statistics puts The CanadianCentre for Justice Opportunities increase. Literacy gives people the averagedaily numberof adults imprisoned skills to participate in their world in new ways. in Canada inprovincial andfederal institutions does not includepeople at 27,727.That number A Need for Just as in other places in our society, the human parole or mandatorysupervision. on probation, given Lteracy side of illiteracy shows itself in jail. The written If we add this groupto the total, on any people either Behind Bars word becomes paramount for a person day, there are morethan 110,000 finishing up their transferred to an institution away from family serving timebehind bars, or and friends. Letters serve to keep intact ties that 5entence "onthe street."3 bind relationships together.5 37 3G 45 Reaching In 44 ReachingIn

A researchertells of an incidentin a federal penitentiary wherehe was startled todiscover indicate ' extreme aprisoner's written tests psychological problemsthat had not been apparent ir, theirconversations. Withfurther probing, the researcherdiscovered the discrepancy was aresult of illiteracy.The man had copied the answersrather than admithe couldn't read orwrite. It is notdifficult to imagine thecomplications in termsof treatment that thefalse test resultscoule, have caused. Literacy skills areneeded benind barsin many ways. Forms areused to make requestsand jobs register complaints.Some programs and book can pass require literacyskills. Reading a the time andprovide its ownform of escape. for Some institutionsinsist that requests personal items,such as soap ordeodorant, be made in writing. The possibihtiesfor the useOf literacy are extensive, and asvaried as theii,Jividual."

Correctional ServicesCanada (CSC) has The earmarked literacy as aneducational program Administrationpriority. In 1987, itbegan irk intensiveliteracy initiative, and set agoal of 4,050students in Basic federal facilitiescompleting the Adult Education program(grade eight orequivalent) between that timeand the end of1990. CSC statistics 3how thatthe goal hasbeen exceeded. A CSC pamphletstates: There is no doul,tthat illiteracyresults in a tremendous waste ofhuman potential.The both for the offenders r.% social costs are enormous 3 themselves and theirfamilies. As well, illiteracy PEST COPY AVAILABLE 47 Reaching In 46Reaching In

released Finally, the CSC setsas Strategic Objectives the is an additionalhandicap for any offender trying tofit back into thecommunity. need to "ensure that volunteers forman read and writestand a much integral part of our program delivery in Those who can job than better chance offinding and holding a institutions and the community," and the need who can read those who areilliterate, and those to "mobilize community resources to ensure in programs and write canhave further training that offenders, upon release, are provided with where literacy isessential forparticipation.' support and assistance." in The role of thecommunity volunteer The grassroots effort of community tutors isa teaching literacyis recognized: major strength of the literacy movement. The [AdultBasic Education one-on-one pairing of tutors and learners has Instruction only in a Programming] canbe provided not caught the imagination of the public, and in small traditional classroomsetting, but also in turn has inspired others to volunteer their time. groups orthrough individualtutoring. With so many people committed to makinga Community volunteersand inmate tutors are difference on an individual basis, success can't one-to-one encouraged toteach offenders in help but be achieved on a larger scale. settings.8 Literacy groups need to know that their efforts Recently, the CSCdeveloped a newMission within which can extend to the prison population. document. It isthe framework Community volunteers play developed anddecisions an important role policies and plans are in Canadian jails at both the provincial and made. The MissionStatement reads: federal levels. Service of Canada. aspart of The Correctional contribuies to the An Ontario Ministry of Correctional Services the criminaljustice system, manual states: protection of societyby activelyencouraging law-abiding and assistingoffenders to beconw In the Ministry's Goal and Objectives it is the reasonable, safe, secure citizens, whileexercising mandate of Correctional Services to provide and humanecontrol.9 programs which will assist offenders with their explain how theCSC rehabilitation in the community. Thisprocess is The document goeson to achieved through interaction with community views programmingand community groups and agencies. involvement infulfilling its mission: establishment and In all cases, a primary objective is to provide We recognizethat the programs tha t afford the offender opportunities maintenance of positivecommunity andfamily offenders in to change to a more pro-social life-style and to relationships willnormally assist become a contributing member of the their reintegration aslaw-abiding citizens. community. The ministry has made it clear that of communityorganizations, the inclusion of volunteers is a permanent facet The involvement in program volunteers a ndoutside professionals of the corporate plan. '2 development anddelivery will beactively encouraged.'° `-/ 48 ReachingIn 49 Reaching In

of the prison jail and an incentive to participatein literacy Advantages Improvement of the literacy population is the primary reasonfor classes. Social and verbal communicationskills of the community literacy tutorsvolunteering to work are engaged another "plus" thateases Communky behind bars. The training,expertise and transition back into society. Tutor responsibility of thecommunity-based literacy Community-based literacy where efforts programs are often group lies inthis area. This is viewed favourably by those in jailsimply should be focused. because theyaresponsored by the community One speaker at the 1990Correctional Education and operated by volunteers, rather thanby the Association Conferenceemphasized that every institution and correctionalstaff. educative project in prisonis useful for the The literacy worker is "neutral." There reaching out to others is are no simple reason that strings attached to the relationshipor what it is to be human.Literacy training and preconceived roles defined by the "we-they" value in themselves,and other programs have dichotomy that permeatesprison. The literacy justification. He cautioned need no further session is an opportunity to relateto someone literacy workers againstgetting trapped into in ways other than those demanded of by the trying to resolve thelarger issues, instea,' usual players inside prison walls. thinking about helpingindividuals. The content of literacy sessionscan ease Community tutors bringspecific advantages to transition back into society. By do using materials the learning process.By doing what they directly relevant to the needsof the individual, develop literacy skills that is, help someone the learner can prepare himselfor herself for and doing it well,they help ease thetransition life on the outside. of the learner back intosociety. Positive A gGod match links people with subsidiary outcomesother than direct literacy common interftts. It provides the learner with benefits often resultfrom tutor-learner the opportunity to explore conientareas that he or relationships. she considers meaningful, whileat the same Through the volunteer,the learner maintains time mastering basic literacy skills. of this The person contact with theoutside world. Links who wants to bea mechanic or an artist or start severed in a lock-upsituation kind are often a business can learn a great deal froma where interaction isprimarily with staff, volunteer literacy tutor knowledgeable justice in the prisoners or otherplayers in the criminal appropriate field. The community member system. This severingmakes the return to becomes a valuable who resource and a positive role society all the moredifficult for the person model. be a is released. Thecommunity volunteer can bridge. The The community also gains from participationin Communicating with someoneother than staff Clmmunity literacy training behind bars. Itsees firsthand .. is a break from thedaily routine of 4 or prisoners Gains the workings of the criminal justicesystem. It 50 ReachingIn 51Reaching In

begins to take responsibilityfor meeting the An excellent resource for the literacy tutor is the It has a better booklet entitled Letters. It is written in easy-to-read need3 of those in jail. language, and takes the tutor/learner througha series understanding of the issuesaffecting of exercises. For more information, contact: Delma incarceration. It movesin a positive direction to Writes, 7116 Stinson Avenue N.W., Suite 215, Gig provide individuals inthe prison population Harbor, WA., 98335. to function in with the literacy skills necessary 6.The Other Prison is an excellent resource for the society. community basee, literacy group for tutor training and general public education. Thi: film/video dramatizes the effects of literacy on a person's Vie behind bars. It We often havepreconceived ideas about describes how the "first faltering steps towards literacy A Final Word like, and about in a tense environment of a federal prison becomes the WHAT people in jail are catalyst for a unique story of one man's struggle for WHO they are. Statisticsshow us that they personal empowerment." For further information, are thepeople all around us.People in jail, contact: and others who comein conflict with the Winter Films law, are part of thecommunity. To offer P.O. Box 1286 Station B them is within the Ottawa, Canada literacy opportunities to KIP 51(3 mandate of thecommunity-based literacy outside of it. Other films and videos are available from the National group and not Film Board of Canada. Although they do not deal with literacy in jail in particular, they are useful to sensitize literacy workers to the prison environment and to those appeared in The WestcoastReader, issues that may affect learning behind bars. Four titles Notes and 1.The poem originally Capilano College, 2055Purcell Way, North are Tiers; A Warehouse For Bodies; Cell 16; and The 7th Networks Vancouver, BritishColumbia, V7J 3H5. Step to Freedom. For further information, contact: National Film Board of Canada entitled 2-3. The statistics given aretaken from a booklet 1 Lombard Street Basic Facts About Correctionsin Canada 1990. The Toronto, Ontario booklet gives statistics on awide variety of topicsand M5C 1J6 is available, along withother publication3, from: Communication Branch 7-8. The pamphlet is entitled Adult Basic Education Program, The Correctional Serviceof Canada and is one of a series published by the Correctional 340 Laurier Avenue West Service of Canada on education opportunities in Ottawa, Ontario Canadian penitentiaries. For further information about K1A 0119 Adult Basic Education in federal institutions contact: ,,f Canada also makes Director, Education and Personal Development, The The Correctional Service Correctional Service of Canada. available, upon request, anumber oi with correcOons in Canada. publications dealing 9-11.The booklet entitled the Mission of the Correctional Service of Canada is available from: Publishing and 4.Statistics Canada. Editorial Services, The Correctional Service of Canada. series of booklets,"Reaching Also available for showing is a video cassette 5. Jan Walker has written a explaining the Mission Statement. in prison education programs. 43 Out To Family," for use 41 52 ReachingIn 53 Chapter Three

12. Education in provincialcorrectional institutions is within the jurisdiction ofti. Ontario Ministry of STRATEGIES TO Correctional Services. Forfurther informatiobout how literacy grovps can servethe prison population PROMOTE in provincial jails,correctional centres, andother facilities in your area, contact: Ontario Ministry of CorrectionalServices LITERACY Educational Co-ordinator P.O. Box 4100 200 First AvenueWP

North Bay, Ontario .r %PIM t P1B 9M3 Information is also availablefrom: Literacy Branch Ontario Ministry of Education 625 Church St. 6th Floor Toronto, Ontario M4Y 2E8

4 5

BEST COPY AVAILABLE 54 Chapter Three 55 Strateges to Promote Literacy

Contents Adopting the prison library Learner- One-on-one tutoring is the method with which Rewriting materials into easy-to-read formats Tutor Match community-based groups are most familiar. A volunteer is matched with a learner and they Peer tutors meet on a regular basis, in this case, at the Group work correctional institution. One-on-one tutoring But there are many other ways the literacy group car Irve the prison population. Working with teachers The learner-centred approach Some More One approach involves "adopting" the Work-related literacy Ideas institution library. Volunteers catalogue the Family literacy books and/or expand or improve the library selection. Books, journals and other resources Another contribution the literacy groupcan Providing choices make involves simplifying literature for the prison population. One of the blocks for those who read poorly is material that uses difficult language. Volunteers can rewrite materialsor create new material to provide an easy-to-read format using plain language. Core Literacy provides the regional detention centre in its region with a pamphlet that is distributed to prisoners on their release. It provides basic information about organizations and services in the community. Includedare contacts for housing, food, clothing, employment, social services and literacy training.' A teacher in a provincial institution notes that many of her students want to pursue an education in vocational fields. She points toa pressing need to have printed materialson such topics available for studenis in Adult Basic 4 Education classes. She appreciates community volunteers and can see an added role for them in revising technical material into easy-to-read formats for use in literacy sessions. In 56 Strategies toPromote Literacy 57 Strategies to PrImote Literacy

people particular, she would like to have more Groups Providing literacy trainingin a small group other with vocational backgrounds, or setting is another option. Thereare benefits in a literacy specialized job experience, voiunteer as group that may appeal tosome learners and tutors in correctionalinstitutions. She sees a better meet their needs thanone-on-one role for the communicy-basedliteracy group tutoring. finding these people, and trainingthem as The Report on the Literacy Needs of tutors. Women in Conflict With The Law proeucedby the Elizabeth Fry Society suggests thatmany women learn Peer Tutors It is not unusual for thosewith literacy skills in best in a group, rather than in isolation.They jail to help others read andwrite. The enjoy the opportunity to interactwith other these community-based group can facilitate women and to address issues of relevanceto informal sessions by providingsuch people them, such as childcare, spousal abuse and with the skills and materials tobe effective women's health issues. tutors. The same report pointsout that such groups Every learner is differentand has different seem to work best without male participation. learning needs. Sony.. workbest with a Their research shows thatmen tend to community tutor, others with a peertutor. In dominate a group, with theresult that women some institutions,community volunteers and and their needs takea back seat.' peer tutors bothprovide literacy training. Many people teaching Life Skillsin a Every approach has itsadvantages. Peer tutors correctional institution find that thosein jail are in a betterposition to understand theneeds benefit from the opportunityto interact within of the learner, simplybecause they are both in a group. Such interaction is a skill needed inthe jail. Many people who havespent time locked community, where the demandsof the work up say that it isimpossible for others to truly force dictate that peoplemust be able to work understand the experience unlessthey've been effectively with others. Justas there are few jobs jailed themselves. in today's society where literacy skillsare not Personal growth and satisfaction areimportant mandatory, thereare also few jobs where aspects of any literacymatch as much the people will not be expectedto work with others tutor as the learner. A peertutor develop. nis to reach a goal. or her ownself-esteem by helping another person. Opportunitiesto demonstrate Providing a Group work, however, isnot for everyone. compassion and a caringattitude do not Choice Some learners aremore comfortable working present themselvesoften behind bars. A peer individually witha tutor. They require the provide such an tutor-student relationship may individual attention and lessonplanning that s opportunity. are part of a learner-tutor match. They benefit from a program designedto meet their specific 4 9 58 Strategies toPromote Literacy 59 Strategies to Promote Literacy

needs and allow them to progressat their own ' rate. , situation Those who work best in a one-on-one wg4 may want to stayin this environment evenafter '.7131, , their literacy improves.Others learn most effectively surrounded bypeople. Both styles 14.'ck are valid.Neither is better in itself,but may be better for the individual.It is important to provide a choice,

of those in jail whohave One-on-OneThe high percentage been tested and found tobe functionally illiterate makes it reasonableto assume that many havehad unsuccessful experienceswith a traditional learning system.The classroom, for whatever reasons, did notwork. Group work does notalways mean a traditional school environment orapproach to learning. Yet, for many who cannotread or write, it conjures up images ofpersonal failure at school. They believe they areincapable of learning. They have, attimes in their lives, been labelled "stupid" or"unteachable", and even now may seethemselves in this way. In a prison population,where self-esteem is low, the risk of failure orridicule may mean a person won't pursueliteracy training if group participation is involved.The chance of personal embarrassmentis too gre it. Community tutors play aspecial role with these learners. Peer pressureis not a factor in the learning situation.The one-on-one approach of a learner-tutormatch builds self-confidence. The volunteerwho designs challenges so that success isexperienced early on, andoften, helps the learnerunderstand that BEST COPY AVAILABLE 60 Strategies toPromote Literacy 61Strategies to Promote Literacy AMNI 1 words and numbers belongto him or her too. further their education in terms of "grade Past failures becomeless important. level". Some want to master thoseskills which will help them function in their dailylives in jail, and in the community when released. teachers employed by To Working withIn some institutions, them, the freedom that literacy providesmay Correctional Services Canada, orthe provincial the Teacher mean reading a newspaper, or filling outa job Ministry of CorrectionalServices, are on staff. application, or knowing what the postingssay In others, teachers arecontracted through the at the.Employment Centre,or counting change local school system. Coursesoffered may range when buying cigarettes. Itmay mean reading a from Adult Basic Educationto university novel, or going to the library and pickingout accreditation. books in a chosen field of interest. Other facilities, particularlythose that jail A major accomplishment of the literacy people on a short-termbasis, may not offer any movement has been a shift in thinkingto education programs. recognize that educationmeans different things Teachers and communitytutors can work to different people. Not all learning is measured together to provide thekind and level of by diplomas or grade levels. It isalso measured by our ability to cope in society and literacy training injail that an individualneeds. fulfil our dreams. Nor does learning stop A teacher may requestthat a community at a certain age volunteer meet on a one-to-onebasis with a or stage in our development. It is a life-long pursuit. It takes place student who needs extrahelp. Such a match is on a continuum as our goals and abilities change. extremely helpful wherethere are students at many differentlevels. Literacy removes some bars and allowsus to pursue our dreams in whatever form Some learners will wantto pursue a formal or education. They may setlong-term goals,such direction they take. Noone approach to high school, or taking an auto learning is the best approach foreveryone. We as entering are all different. For many, the community tutor mechanics course. Theirgoals may meanthat working on an one-to-one basis with they will have to enter aformal school a learner can provide the key that unlocks the doors. program. One-on-one tutoring ortutoring in small groups can be aneffective stepping stone.It can Creating Perhaps the tutor's most important provide the learner withthe basic skills and Independenceaccomplishment is to ignitean excitement for confidence to move into aclassroom situation learning in the learner. This is done byfostering when he or she is ready. conditions so that theperson develops a positive attitude towards literacy and hisor her 4. potential to master it. Itmer Is designing Adults have their own reasonsfor wanting to sessions so that the person not only takes Unlocking skills. Not all want to the Bars improve their literacy ownership of words, but takes control ofthe 62 Strategies to Promote Literacy 63 Strategiesto Promote Literacy 411==11..11.=

direction of his or her learning. The tuto: must and that they can succeed at it. Successis the provide opportunities for the learner to sit in best feedback. the driver's seat, and not simply be a passenger In a detention along for the ride. or remand centre where;(earners won't be in the facilityfor long, literacy No match lasts forever. In a jail situation, co-ordinatorssuggest practical sessions learners are released or transferred. Or they that will show people ina very short time how literacy may participate in different programs, or skills can affecttheir lives positively. further their education or personal goals in Then learners will feelmore comfortablecontacting other 1,.'ays. literacy services in their community,or in the The effective tutor fosters an environment in institrtionto which theyare sent. which the learner will no longer need him or Short sentencesin a provincialcorrectional her. An independence is created Through facility presentan even greater need for literacy training, the learner gains the skills to learner-centred a approach to literacy,since many move on to the next stageof his or her of those jailedwill be back development. This may be higher education, or on the street sooner, looking for jobs,affordable housing,and the a job, or self-directedlearning through books like. and other printed materials. It may simply be using literacy in everyday tasks to function in Meeting the society at the level at which the person is The learner-centredapproach ismore difficult Needs of thein practice than satisfied. in theory. Thetutor must set aside preconceived Learner ideas about whatthe learner should learn andhow heor she should go about Acquiring literacy skills as an adult is not easy. it. The tutor Learner- must demonstrate flexibilityand Centred One way to help adults beconw interested good listening skillsin order to about learning is through topics andmateriels recognize, and Approach adapt to, the needsof the learner. that ar personally meaningful to the individual. In this learner-centred approach, Learning stylesdiffer. The learner-centred approach requires the needs and environment of the learner that the tutor adapthis or her provide the base on which the content of the presentation to suitthe individual. Somepeople learn best by listening literacy sessions is built. The material is to tapes or by usingsome other format dependent relevant to the person, and therefore, captures upon sound, suchas reading aloud interest. or conversation. Thosewho have problems sortingout and remembering Providing a meaningful program for learners as information thatthey hear wouldnot find these soon as possible isextremely important in a approaches effective.They mayprocess population where many have failed in the materials visually,and enjoy graphics. education system or dropped out. Theyhave to Others may be see that literacytraining is relevant to their life tactile and learnbest when the session relates literacy r to skills with whichthe 64 Strategies toPromote Literacy 65 Strategies to Promote Literacy

learner is familiar, such as carpentry, orauto mechanics. The learner-centred approach canapply at many levels.Ideally, it means creating an individual program for each person.It is designing the literacy session tosuit the interests, goals and skilllevel of the individual. The prison population hasits own unique concerns and issues.The tutor who uses the learner-centred approach issensitive to these and considers them indesigning the literacy b, session. They become thebasis for learning material if they apply to theneeds of the particular person.

in jail. Work- Poverty is a reason why many are Sessions may be designed todeal with issues Related important to the learnerabout to be released, Literacy such as affordable housing,community food banks, job centres andsocial agencies. Many lack skills neededin the job market. Upon release, findingemployment becomes even moredifficult with the added stigmaof a jail term. Learners, therefore, may wantto focus on work-related literacy. This may mean avariety of things, depending uponthe goals of the individual. Possibilitiesinclude learning how and where to searchfor a job, filling out applications, preparingeffective resumes and writing letters. Work-related literacy may also mean concentrating on skillsneeded for entry into training courses. It mayinvolve learning terminology for specific jobs, orworking on

REST COPY AVAILABLE 66 Strategies to Promote Literacy 67 Strategies to PromoteLiteracy elElmiImmmIMMIIwimm. 111=

literacy tasks associated with them. Or it may sustain in an environmentnot conducive to include information about organizations in the learning. Traditional materialsdid not help. It community that will provide further training became clear that for thosewho could not upon release. complete more thana few weeks of work, the realistic objective would beto create a new desire for learning.3 Family A parenting program in an American prison When asked what theyw- Aild enjoy studying if Literacy supported the efforts of literacy workers by making available children's books. Participants reading difficulties didnot stand in their way, read the books with their tutors. Special visiting learners preferred psychology.The resultwas a times were then arranged for learners toread textbook written ata grade five reading level. the books to their children. Included are themeson topics such as dealing with frustration,anger and conflict. The program was a success in several ways. Visiting is often a difficult time forfamilies. Through reading, parents shared a special Prison Literature written by theprison population moment with their children in a placewhere Writings provides anothersource of learning material. such moments are few. Child and parent Books and articles by authorsin jail also help the learned a new way to respond to each other and tutor understand the prison experience,and bonds were strengthened. becomeaware of issues that may affect the learner. A positive step was also taken to breakthe cycles of illiteracy that often plague families. Good materials include Wordsfrom Inside, the Children whose parents do not read to them, or annual anthologies publishedby the Prison Arts do not see books or other printed materials Foundation featuring creativewriting and art used regularly in the family, often develop work by Canadian prisoners,'and thPrison literacy problems of their own. Journal, featuringpoems and stories, articles and essays.5 The Journal of Prisonerson Prisons is also Print Communications, Content and Cooperation is a informative and useful. Itpublishes "research by Resources learning package developed by Howard Davidson to accommodate adult learners in a prisoners and former prisonerson the range of provincial institution. Davidson set out to topics related to the experienceand politics of create literacy materials whichwould meet the crime and punishment."6 needs of adults during their time in prisonand The journals are availableto the public by after their release into the community.This was subscription and to thosein jail at special rates. necessary because learners: Words from Inside is also availableto both groups. found it impossible to complete their courses in Books and novels by Canadianauthors whoare the usucAly short period of time determinedby spending, or have spent timein jail, can be found their sentences. Motivation was difficult to at bookstores and libraries! 68 Strategies to PromoteLiteracy 69 Strategies to Promote Literacy ill111 MIMOIM=0,1,,,,,I 4C.

Many correctional institutions have in-house newspapers written andproduced by prisoners. These may also be suitable for use by learnersin tutorials. As well, learners can generate their own material with the help of the tutor. The Prison Journal welcomes submissions from prisoners everywhere, including new readers andwriters. Prison Journal No. 7 features work byliteracy

learner Peter Farrell. Included are writings such relm.or as "What you areabout to hear is True and Faults," "looking out a window," and "this stors is writen about me, PETER DEMITRO." St find Sparking an The challenge for the literacy tutor is to atm. Interest materials and topics that spark an interest in the individual and to make these the basis of literacy training. Although suggestions have been offered, tutors need to remember thatthe prison population is made up of individuals. Suggestions given may or may not be appropriate for a particular learner.

1.4

Respect The learner-centred approach depends upon respect. The tutor must respect thelearner's ability to make decisions that will influence the direction of his or her learning. This means giving the person responsibility for whathe or she learns. By its very nature, jail does not facilitate decision-making. Life is regulated, and personal choice is limited. One woman who served time saw thislack of 61 power to make decisions as afactor stripping a ) person of dignity andself-esteem: BEST COPY AVAILABLE 70 Strategies to PromoteLiteracy 71Strategies to Promote Literacy

When people think about prison they thinkof violence and drugs and manipulationand A Final Word Most adults want to know that what they intimidation, which exist, but they don't think are learning is relevant to their lives. about all the small deprivations that accentuate Otherwise, learning is viewed as something the differencesbetween life and .reedom.Never to be avoided, rather than a life-long pursuit being in the dark, never being out in therain. would that will lead to new challenges and These are some of the things society accomplishments. The learner-centred never think of when theyvisualize life in jail. approach focuses on the individual. The Besides losing all freedom, she added, a learner exerts influence on what heor she devastating part of being in jail is thatpeople learns and how it is learned. The content of never have choices tomake: the sessions revolves around hisor her [People] go for years not having to make any interests, capabilities and choices. Because tangible decisions in prison, and then oneday each person is different, literacy training they're free, and bang, all of a sudden there are can take many forms: peer tutoring, one-on- hundreds of decisions to be made daily.' one with a community volunteer or group The learner-centred approach returnschoice to work. There is no one way to meet the needs the learner. With this action, comes a measure of the prison population. Flexibility and of dignity and self respect. As one tutor warns, creativity are the keys. however, the process is not always easy.People who are unaccustomed to makingdecisions may at first find itdifficult. Notes and 1. For further information or a copy of the pamphlet, Networks contact Core Literacy, 58 Queen Street South, But as Paulo Frieire stated, literacyis not Kitchener, Ontario, N1G 1V6. simply a banking system of educationwhere the brain 2. Report on the Literacy Needs of Women in Conflict With the teacher deposits information into TheLaw, pages 14-16. For more information, see of the student. It involves reflecting upon our "Notes and Networks," Chapter 1. world, and being able to change it. tutor 3. For more information about theCommunications, Literacy arises from a dialogue between Content and Cooperationtext contact: Howard and learner, rather than a monologue.And that Davidson, CCC Project Coordinator, John Howard is what respect between tutor andlearner is all Society, Ontario, (416) 925-2205. about.9 4-5. For further information on thePrison Journaland the anthologies of the Prison Arts Foundation,see Chapter 1, Notes and Networks.

6. Although the language in the journal may be difficult for beginning readers, the publication is extremely useful for those who want insight into the prison experience. TheJournal of Prisoners on Prisonsstates: 6 2 "With few exceptions, the articles you read on crime 72 Strategies to Promote Literacy 73 Chapter Four

OMMIMEN11.

and punishment are written by criminologists, sociologists, journalists, and other professionals in the SETTING criminal justice system.... however; the professional UP THE researcher lacks the insights and analysis of people for whom imprisonment is or has been the reality of their PROGRAM daily existence. TheJournal of Prisoners on Prisonsis attempting to make this perspective heard..." , For further information, contact: Journal of Prisoners on Prisons P.O. Box 60779 440,f121: 4 Edmonton, Alberta 1P4111!W T6G 2S9 410114116r

7. Canadian novels and autobiographies written about _vase* the prison experience by those who spent time behind bars includeInside Out. An Autobiography by a Native Canadian,by James Tyman;I'd Rather Be Wanted Than Had: Tlw Memoirs of an Unrepentent Bank Robber,by Micky McArthur;Go-Boy!andBingo! Four Days in Hell, by Roger Caron;lack Rabbit Parole',by Stephen Reid; 'Simkins It Rough: A Prison Memoir,by Andreas Schroeder; andSquare fohn: A True Story,by Tony McGilvary and Marlene Webber.

8.The quotations originally appeared in an article in the Toronto Sun,"Ex-cons land softly on street," by Licia Corbella. The speaker, a worker for the Elizabeth Fry Society, served three years at Kingston's Federal :of 0.Am Prison for Women, and now counsels young 4 offenders.

9.Paulo Freire's theories on literacy and teaching are expressed in his bookPedagogy of the Oppressed.An article in thePrison Journalwritten by Erling V. Christensen and entitled "A Pedagogy for the Repressed? The Politics of Prison Education" discusses concepts of education and literacy as he sees them applied in Canadian prisons. It is a thought-provoking follow-up to the book by Paulo Freire. Another resource that discusses Freirean ideas isFreire for the Classroom, A Sourcebook for Liberatory Teaching,edited by Ira Shor. Although it does not deal BEST COPY AVAILABLE with prisons in particular, it offers .1ractical suggestions on how to apply Freire's theories te the teaching situation. 74 Chapter Four 75 Seftingup the Program

affects the literacy Contents How type of institution Each ProgramEach literacygroup will have its own unique group is Unique way of delivering literacyservices. No two Working co-operatively withother literacy communityprograms will be thesame. Methods groups will have been developedover time through experience and in Developing a regional plan response to the needs of learners and thecommunity. Establishing a liaison at theinstitution The same is true forprograms operating insidea Advertising the program inside prison or jail. Notwo are identical. Training tutors Many of the ideas presentedin this chapterare simply suggestions. Resources Literacy groupsare encouraged to modify themto suit their own Institutional rules and volunteer screening needs and those of theinstitution within which Confidentiality they work. Protocol Type of The community-based Inviting feedback from learners literacy groupmay Institution simply want to help peoplebehind bars improve The literacy program as facilitator their literacy skills. Whetherthe institution in its The "vulnerability" of learnerand tutor community is federalor provincial may seemto have little bearingon this goal. And insome ways, it doesn't. Many of theissues concerning learning behind barsare the same, regardless of the place of incarceration. There are, however,some important differences that will havean impact upon the way the literacy group setsup its program. In a provincial institution, forexample, staysare shorter. Tutors emphasizethe importance of focusing on basic literacyskills needed to function in the community. The type of institutionaffects the literacy program in other ways For example,people may be grouped toget1er in a particular facility by age, sex, securityrisk or for otherreasons. A program designed for teenagers willbe different from one designed foradults, simply because interests and needsare different. 76 Setting up the Program 77 Seaingup the Program

Another important consideration is that there those released intothe community.Another are two levels of governmentin Canada may approach provincialor federal institutions responsible for operating correctional and provideone-on-one tutoring.If there are institutions. Litel.acy groups will want to find several institutions(group home, halfway out whether the facility in their area is under house, detentioncentre, etc.), this responsibility the jurisdiction of the provincial government, may be too large forone group to handle or the federal government.Correctional effectively, andso could be shared. contacts will change accordingly. Otherfactors All ple_asare dyendent upon thecorrectional will be different, too, such as the rules of the instit-tion. Correctional institution and the type of programming staff maysuggest literacy projectsthat would benefitthe facility. already in place. They may assist local groups to shape plansto For further information about corrections in suit the needs of thespecific prison population, Canada, refer to the Appendix: FACTE AND or complement existing educationalprograms. DEFINITIONS. Liaison Initial contact ismade with theperson in A Regional More than one literacy program may be charge of the institution(usually the Superintendent Plan operating in the area surrounding a correctional or Warden, dependingupon institution. By combining resources, "people the type of facility).Once plans have been power" and ingenuity, literacy programs can presented and approved,another memberof the correctional work co-operatively to meet the diversified staff may be assignedto act as needs of the prison population. A regional plan a liaison. will ensure that ser vices are not duplicated and Because thecommunity-based literacy that important needs are not ignored. group is on the outside, it needsa link with the Lit .!racy training is presented in varied ways. day-to-day operationof the institution.A staff School boards, community colleges, member dedicatedto the importance of literacy community-based groups and others al, training behind barswill not only helpthe contribute to the effort. And so it should be. program get started, butalso ensure it survives People have different learning styles and and even flourishes. aspirations. By contacting the regional literacy The person whois liaison network and establishing a way to work can serve many purposes. Some of these together, groups can ensure that they offer an include: effective and balanced service. Acting asa bridge between the community-based literacy Upon consultation, literacy gr oups may decide group, and prison staff and learners. to divide duties. For example, one group may approach the parole and probation offices in Promoting theprogram from "inside." the region and focus on providing servicesfor Making referrals. C") 78 Setting up theProgram 79 Settingup the Program

Working with the literacy co-ordinatorto set advertise. Thismay be accomplished by up times andbook space for learner informing others aboutthe existence of the assessments and tutorialsessions. literacy program,its methods and the Facilitating requirements, such asthe police importance of literacytraining for those behind check, photograph, references andinterview. bars. By encouraging peopleto make referrals or to simply spread the word, Acquainting new volunteers withthe a network will be established. Usefulcontacts include members of institution. other volunteer organizationswho work in the e Providing ongoingsupport. institution, suchas the Salvation Army, Alcoholics Anonymousand the John Howard institution could and Elizabeth Fry Societies. Who Should Many people who work in the capacity. Who is designated is a Correctional staffcan also be taught about the be the serve in this decision made by correctionalstaff. Possibilities literacy program, itsgoals and the people Contact include a staff teacher, the volunteer involved. Thismay be accomplished througha Person? co-ordinator, the duty officer, theclassification brochure orsome other short presentation. Staff officer, the nurse, the chaplain,and others. support will go a longway to ensure the Organizational hic-archy will changefrom continued operation of the literacyprogram. facility to facility, and staff in someof these Staff see potential learnerson a daily basis and positions may not be present at everylocation. are in a position to provide informationabout the program to those who Perhaps the most important criterionfor liaison might benefit from it. is a sensitivity to the issuessurrounding Other ideas for advertisinginclude: literacy coupled with the desire to seeliteracy Providing informationto each prisoner The person who on training succeed behind bars. arrival at the institution. Thismay be done rapport with is liaison must have good througha simple brochure, or, ideally,a potential learners and be able toidentify those short video who need help. Encouraging learnersto tell others whomay Illiteracy is seldom obvious.Potential learners be interested about theprogram. may go to greatlengths to hide it. The liaison approach. He or she Visiting the facilityon a regular basis to talk will need to be flexible in to potential learners. should encoura,,,e participation,but recognize that for some, the inability toread or write is an Putting up easy-to-readposters. embarrassment. Discretion andunderstanding Spreading the word abouta literacy program is are important. not always easy ina prison or jail, especially when there isa high turnover of population. Advertising Enlisting the help of those indaily contact with Letting potential learnersknow abovta to program will be an ongoing 6 1) thgProgram potential learners is an effective way process. A 80 Setting up the Program 81Setting up the Program

"soft-sell" approach is often successful, Agencies I. the communityand other useful although there are many ways to advertise. contacts. sensitivity Whatever the approach, creativity, What it is like to be in jail. and persistence are useful attributes. How being in jailmay affect learning. Expectations of the tutor. Training Literacy groups will already have inplace a Volunteers method for training tutors. Methods vary, as of each group probably has its own way Expectations Each tutor must thinkseriously about whether people to presenting literacy learning. Training of the Tutor he or she really wantsto volunteer to work be work in a jail or prison will, in many ways, behind bars. The decisionshould not be made the same as training other literacy volunteers. lightly. It deserves carefulattention and should They will need to know strategies and be addressedas part of tutor training and/ora techniques to help people learn toread and private interview. write. Volunteers will have differentreasons for regular A component can be added to the wanting to be tutors. What isimportant is that training program to help tutors whowill be each tutor has thoughtabout WHY he with or she volunteering in a jail or prison, or working wants to volunteer and is willingto make the others who have been in conflictwith the law. commitment it involves. Possible topics might include: Tutors will also need to thinkabout whether A brief look at the Canadiancriminal justice they really want to bematched with learners system. who have been chargedwith, or convicted of, Types of facilities, focusing onthose in the crimes. Some tutors will haveno hesitation. community. Others may be hesitantto woi k with people who have been found guilty such as of specific crimes Processes volunteers will experience, such as sexual assaultor murder. security checks. Although the wishes of the Rules and procedures set by the institution. tutor may be accommodaed tosome extent by the staff Orientation to the facility. liaison mnd literacyco-ordinator when Literacy statistics as they relate tothose in assigning matches, this isn'tnecessarily the case. As well, tutors don't have the jail. right to be informed about the type ofcrime the learner and Links between poverty, illiteracy has committed,or of other details about the imprisonment. individual. If they cannot workwithin these How these links may influence literacy parameters, then tutors shouldseriously training (i.e., shaping sessions to meetthe consider whether volunteeringbehind bars is needs of the individual). right for them. 7u 82 Setting up theProgram 83 Setting up the Program

To discuss such issues as pai)f tutor training is not to frighten or "scareoff" volunteers, but to ensure that theymake decisions that are best for themselves, the programand ultimately, the learners.

doesn't have to be an "People" A literacy co-ordinator prison-related matters, Resources expert in corrections, or to prepare an effective tutortraining course. Many people from the community canbe approached to give sessions. Guestspeakers 111,' can include: A former prisoner to talkabout his or her experiences. A learner and a tutor to talkabout the program and answerquestions from their individual perspectives. A representative fromsocial agencies, or organizations such as the JohnHoward and Elizabeth Fry Societies, who candescribe the special needs of people in jail. r'", A parole or probationofficer to discuss how literacy groups can serve thoseabout to be fhb. released, or those who arealready in the community. ult 1 A correctional staff member tooutline the rules and procedures of thefacility. A lawyer to explain thecriminal justice system. Other people, dependent upon contacts 4 within the community.

Other Videos, such as The Other Prison, canspark Resources group discussion.Other suitable films can be 7 BEST COPY AVAILABLE 84 Setting up the Program 85 Setting up the Program

found through the public library, or the Many institutions havea Volunteer National Film Board. Co-ordinator whomay be approached to The Correctional Education Association help the literacygroup plan its training (CEA) is a professional organization for sessions, or to provide advice andguidance. ducators who work in the criminal justice system. Members include people employed Ongoing An initial training for tutors isa first step. in adult and juvenile correctional Training Volunteers will wantto meet again to share institutions, jails, detention centres, ideas. They may wantto learn more about community-based programs and topics touchedon in tutor training, or explore universities. Literacy co-ordinators may new topics generated by their experiences. They wish to join the association as part ot their will want the opportunityto provide feedback personal training and networking) to the literacy co-ordinator, and findways to Each year, the CEA publishes the Yearbook of improve the program. Correctional Education. The book consists of Meetings set upon a regular basis will keep the articles by people involved in delivering literacy co-ordinator "in touch"with how the educational services in prisons. The program is going, providea vehicle to share Yearbook is a good resource for program information and give volunteersthe skills to co-ordinators and others whc are interested become better at what theydo. in various aspects of educatk.n behind bars. Many of the articles discuss Adult Basic Education and literacy training.2 Screening The community-based literacyprogram will have itsown criteria for choosing volunteers. Another useful publication of the When the program isoperating behind bars, the Correctional Education Association is Of correctional institution will also doa screening. Books and Bars. It is an annotated This is the samt for all volunteers,not only bibliography of Prison Education.' literacy workers. It includesan interview, Core Literacy has produced a tutor training references anda police check. package. Literacy co-ordinators are A police check means that thepolice conducta encouraged to field test the package and record search through the CanadianPolice provide suggestions to improve upon it.' Information Centreor CPIC. This is a The Ontario Ministry of Correctional computerized police information andrecords Services publishes a booklet calledA Guide system. Police departmentsmay require that a For Volunteers in Jails, Detention Centres and waiver be signed by the volunteerallowing Correctional Centres. It isan informative them to conduct the search. resource for both literacy co-ordinatorsand A photograph of the volunteeris also taken for volunteer tutors.' identificationpurposes and kept on file at the institution. 74 86 Setting up the Program 87 Setting up the Program "IMMI1N

Institutional Some rules are standard. They apply to all Each volunteer takesanOath of Rules facilities. Others are set by the individual Confidentialitybefore working ina institution. They depend on the security level, correctional setting. It is administered by the type of facility and the correctional staff. correctional staff and involves signinga form. To some extent, the rules also depend on the By revealing information aboutthe learner literacy group. When trust is developed, some without his or her permission, thetutor may in rules may be relaxed or changed. In order for some circumstances be breaking the law. The this trust to exist, the literacy group must tutor also risks losing the trust of the learner, demonstrate that its programming won't damaging the reputation of the literacy disrupt prison routine or breach security. program and being barred from further Specific rules may vary from location to participation by correctional staff. location. What is important is that the literacy group members know whatrules apply to the Materials A literacy group has requirementswhich don't institution where they offer programming. apply to many other volunteergroups working Below are some of the common rules behind bars. These include bringinginto the volunteers are expected to obey. institution materialsnecessary to conduct the Get approval for things you take in or out of literacy session. Examplesare paper, pens, the institution, or leave with the learner. pencils, erasers, books, magazines,newspapers and calendars. Sign in and out of the institution. To save time and prevent Carry identification with you. misunderstandings, it may be helpful to decide with correctional staff Report anything that may be a threat to the what can be brought into theinstitution on a safety of volunteers, staff, learners or regular basis, and what must be clearedon each others. visit. Be punctual. Call if you have to cancel a session. How SecurityMore restrictions are usually placedupon a Dress and act appropriately. Affeds the community-based program operating ina Literacy maximum security institution thana minimum Respect confidentiality. Group or medium security institution. Security is tighter. discussing in public Confidentiality Confidentiality means not One learner in a maximum securityprovincial This matters that arise during literacy sessions. institution recalls strict regulations. Bookswere includes not revealing the identity of the difficult to get, and required securityclearance. learner and not giving out private information Tutors had to snap off the metal band around about him or her. the end of a pencil. Ball pointpens were not allowed. 76 88 Setting up the Program 89 Setting up the Program

The learner was transferred to a medium realized that this was protocol. They agreed security facility, where he continuedliteracy that the literacy program would informthe training. Books were passed from tutor to institution in the future. learner without a waiting time, needingonly the approval of the guard on duty.Writing The LearnersThe learners are the focus of utensils were not restricted. any effective literacy program. This istrue in a jail or prison, He related other differences. In thefirst as well as in the community. When designinga institution, ail requests had to be made in literacy program, opportunities needto be built writing, including requests for personalitems, into the process to encourage learner feedback. such as toothpaste and deodorant. Thosewho Behind bars, this mayseem more difficult, could not write had to ask others to fill outthe where regimentation and routineare often the requests for them. In the secondinstitution, rule. written requests were not needed. Items were An initial meeting between the literacy distributed upon verbal request. co-ordinator and learner willset the tone. It not The learner's experiences serve toillustrate the only gives the co-ordinator the thanceto assess point that each correctional facilityhas its own the skill of the learner, but alsoopens the door method of operation and its own rules.The to further communication. literacy group will need to be flexible and to After a match is made, and sessions work within the parameters established by the are underway, it is important for the literacy individual institution. co-ordinator to meet again with the learnerto ensure that he or she is comfortable with the Protocol Wardens or Superintendents are responsiblefor arrangement. Feedback should also be invited all activities that occur in their facilities. at various other times. It will improve the Decision-making is their perogative, and for effectiveness of the individual tutorialsand the most activities, their permissionwill have to be quality of the literacy programas a whole. secured. It is important that the literacy group make them aware of any plans involvingthe Program as The community-based literacy program behind bars. group is a Facilitator facilitator. It puts together peoplewho need One literacy group arranged for a reporterto do literacy training with people whoare willing to a storv about its programin a provincial share their skill with others. institution. Excited about the coverage,it Rules cannot be established for expected the same reaction fromcoriectional every situation that may arise. Participantsare adults and need staff. The Superintendant called the to take responsibility for what happens in their co-ordinator after the story "broke."He wanted sessions. Neither person should feel victimized. to know why he hadn'tbeen told about it This fact must be made clearto both -s beforehand. The co-ordinator simplyhadn't 90 Setting up the Program 91Settingup the Program participants by the literacy co-ordinator before sessions begin. A Firal Word The fact.that the learneris in jail affects the Because a learner is serving a sentence does not literacy group, well as the learner. There mean that he or she willbe abusive or are factors to be considered thatare not part manipulative. To assume so is unfair and of matches beyond prisonwalls. The literacy stereotypical. Neither is the tutor the only group will need to reshape itsgeneral person in the match who maybe victimized. program to conform to the demandsof an The roles can be reversed. institutional setting.At times, security procedures and rulesmay produce Concern is sometimes voiced about community frustration, andappear to contradict the volunteers being .r9nned" by those in jail. goals of the literacyprogram. Yet, they are Literacy groups will want to instruct tutors not 'part and parcel' of into situations in which operating in a to let themselves be put correctional facility. Contraventionof them they feel uncomfortable. will result in theprogram not being allowed Concern must also be voiced about the to continue behind bars. vulnerability of the learner. Words spoken "outside" in friendliness can take on a magnified intensity behind bars. The tutor must Notes ard The Correctional Education Associationhas available be careful n3t to "con" or "lead on"the learner Networks to its members a Literacy Special Intest with promises and commitments thatcan't be objective is "to imi,ove the deliveryof literacy educahon in order to maximizethe number of fulfilled. offenders assisted to becomefunctionally literate." Whether in the community or behind bars,the Topics of discussion include Peerand Volunteer Tutoring, and Life Skills and Literacy, vast majority of matches willproceed smoothly. among others. Althol.-01 the mailing address'or the association is in Participaats will show mutual respect toward the United States, the CEA alsooperates in Canada each other. Through fostering good and in other countries. Formore informaeon, contact: communication with parti:ipants, the literacy Correctional Education Association co-ordinator can identify ald resolve those very 8025 Laurel Lakes Court few situations where this rEspect islacking. Laurel, MD 20707 USA

2.The Yearbook al Correctional Educatioais a co-publication of the Correctional Education Association and the Simon Fraser UniversityPrison Education Program through the Institutefor the Humanities. Subscriptionrates for #F.Yearbook are $12 per year. For more information,contae: Yearbook of Correctional Education Simon Fraser University Burnaby, B.C. 7 V5A 1S6 92 Setting up the Program 93 Chapter Five

3.For more information about OfBooks and Bars,contact: Correctional Education Bibliography UPON RELEASE c/o Stephen Duguid A Continuation of Office of Continuing Studies Services Simon Fraser University Burnaby, B.0 V5A 1S6

4.To order the tutor training package, contact: Core Literacy 58 Queen Street South Kitchener, Ontario N1G 1V6

5.To get a copy ofA Guide for Volunteers in fails, Detention Centres and Correctional Centres contactthe provincial institution in your area, or: Ontario Ministry of Correctional Services P.O. Box 4100 200 First Avenue West North Bay, Ontario P1B 9M3

is0

BEST COPY AVAILABLE 94 Chapter Five 95 Upon Release

Contents Literacy training as a continuum A Adjusting to lifeon the outside is not easy. To continue a match or not upon release ContinuationCmmunity support playsa positive role. From of Services personal experience, the learnerknows that Establishing a meeting space there are organizations inthe community that Dealing with problems offer literacy training, andwhat to expect from Extending services to halfway houses and them. It is welcome knowledgein an environment that may otherwise group homes seem unfriendly, or simply overwhelming. Networking with other agencies If a person is releasedinto the same community that operated the literacyprogram in jail, a direct link is established andthe match may be continued. Neitherperson, however, is under obligation. If the tutoror the learner feels at all reluctant, then the match is bestended and a new one arranged. Continuing contact of the learnerwith the literacy program after releasemay seem frightening or dangerous. Butpeople previously jailed have thesame right to seek the help of literacygroups as any other member of the community. Statistics show that "federaloffenders finishing theii sentence in thecommunity are responsible for about 1 inevery 1,000 recorded crimes of any kind." As one learner put it, "I've paidmy debt to society. When do I stop beingseen as an ex-con and start beingseen as a person?"

Program Pcautions exist in any tutor-learner Policy ationship. They apply equallyto all participants, not only those whohave served time. They are best built into thetutorial 8 process as program policy andare designed to protectbothparticipants. 2 96 Upon Release 97 Upon Release

111,41CIENI111t.

Participants are wise to meet in a publicplace rather than at their homes. In the case of the learner recently released from jail, other community organizations such as the John Howard and Elizabeth Fry Societies might provide tutorial space. Meeting rooms mayalso be made available at the literacy office,the public library, community centre orlocal school.

Problem Uncomfortable situations can be resolved before problems by Solving they develop into more serious creating an atmosphere where participantsfeel free to discuss concerns with the literacy co-ordinator. Learners and tutors who are encouraged to give feedback about the program and its operation will more readilyapproach the co-ordinator during other situations. They know from experience that the "door" is always open. By keeping fines of communication open,the co-ordinator acts to ensure abusivebehaviour does not take place, Ind, if it does,that it is ended. Abuse can take many forms. It can be physical. It can be emotional, or it caninvolve manipulation. It may be something as simple as not showing up for sessions, or as serious as assault. In some cases, people simply may notbe aware that their actions are unfair or hurtful tothe other person in the match. Talking aboutthe situation may be enough to resolve it. In other cases, the match may need tobe ended, and new partners established. As with any community match, in extreme situations,the learner or tutor may be barred from the program, authoritiesnotified and charges 8 3 ptessed. 84 BEST COPY AVAILABLE 98 Upon Release 99 Upon Release

Extending Reaching out to those in jail, or recently programming. The community literacygroup need in the Reach released from jail, fulfils an important may be able to assist in these endeavours.' the community. But services can also be Through networking, the literacy literacy group can extended by the community-based identify organizations and people interested in conflict with the law. in group to other people working with them to offer literacy Many potential learners are serving sentences programming, or willing to help in otherways. in halfway houses and grouphomes, rather Possible roles include advertising theprogram, than behind bars. Eighty-five percentof the of referring learners, providing meetingspace, 50,000 people in Ontario serving sentences helping to train volunteer tutors, gi ving less than two years are onprobation or living in another guidance on relevant learning materialsand halfway houses. Young offenders are topics and simply being available by the literacy on an group that may be targeted informal basis to offer advice and feedback. group.

Networking The literacy group will need tofind out who in A Final Word The person who has participated in literacy the community could benefit fromits services, training in jail may experiencea new world and the organizations that serve or arein of opportunities on the other side of the regular contact with these potentiallearners. bars. Literacy training isa continuum and Organizations w )rk in different capacities. does not need to end whena learner is There are federal and provincialcorrectional released. A variety of options is available in services, parcie and probationoffices, after-care the community. The tutorcan make the agencies, and other local groups to meet learner aware of these options and help him specific community needs, such as or her choose amongst them. Literacy victim-offender reconcilation. services can also be extended to others, including yotmg offenders, peopleon parole Three highly respected groups includethe or probation and those in group homes or Fry Societies, Canadian Association of Elizabeth living in half-way houses. In the longrun, the John Howard Society ofCanada and the we all gain. When reintegration into society Salvation Army. These organizations are is made easier, the communityas a whole national in scope. They also havelocal branches benefits, just as it benefits whenany person, servirg the specific needs of thepeople in their jailed or not, becomes literate. community. il In some areas, the Elizabeth Fryand John Howard Societies have establishedliteracy groups to serve the needsof their clientele. In other a...eas, literacy skills are taught on an BC informal basis as the need arisesduring 85 100 Upon Release 101 Appendix

Notes and 1.The statistic is given in a CSC pamphlet entitled Get the Facts About... Federal Corrections in the Community. FACTS AND Networks It is one of a series of pamphlets dealing with parole and federal corrections. Booklets are also available from the National Parole Board. These include Some DEFINITIONS People Say...; Victims: Questions and Answers on Parole; 3nd Parole: A Question of Readiness. BIBLIOGRAPHY 2.John Howard Society of Canada, a national organization, represents ten provincial societies and 52 local branches across Canada. All provide services INDEX to individuals affected by the Criminal Justice System. Issues regarding community reintegration; humanistic changes concerning the law and administration of ' justice; and community awareness are its primary concerns. For further information, contact your local branch of the JHS, the Ontario JIIS, or the national office: The John Howard Society of Canada Natkmal Office 55 Parkdale Avenue Ottawa, Ontario K1 Y 1E5 The Canadian Association of Elizabeth Fry Societies is a federation of autonomous Societies that work with, and on behalf of women involved with the justice system, in particular women in conflict with the law. its members are Elizabeth Fry Societies - community based agencies dedicated to offering services and programs to women in need, advocating for reforms, and offering a forum within which the public may be informed about, and participate in, all aspects of the justice system as it affects women. Volunteerism is an essential part of Elizabeth Fry work and both voluiteers and professional staff are involved in program and service delivery. For further information, contact your local agency, or the National Office. See "Notes and Networks," Chapter 1, tor the address.

REST COPY AVAILABLE 102 Facts and Definitions 103 Facts and Definitions -S Contents The criminal justice system in Canada This section offerssome basic facts about Difference between federal and provincial corrections in Canada. Referencesto provincial institutions institutions, job titles andcontacts apply to Ontario, and may The Correctional Service of Canada vary in other provinces. The Ontario Ministry of Correctional The Criminal Services Criminal justice is "a system whichincludes a Justice body of law, law enforcementagencies, courts, Types of federal facilities System correctional agencies responsiblefor probation, Types of provincial facilities imprisonment and parole,as well as many private agencies and volunteers." Terminology - What's what and who's who Responsibility for administering Security classification the criminal justice system is divided betweenthe municipal, provincial and federal governments.'

Federal and Provincial and federal correctionalinstitutions Provincial operate in Canada. Wherea person does time is Institutions dependent upon the length ofhis or her sentence: A sentence wo years or more is served in a federal pis() or penitentiary. A sentence of less thantwo years is served in a provincial institution.

CorrectionalThe governmentalagency that administers the Service of sentence of those given twoyears or more is the Canada Correctional Service of Canada.Duties include operating federal penitentiaries and supervising peopleon parole.

Ont trio The provincesare responsible for administering Ministry of the sentence of those given lessthan two years. Correctional In Ontario, the governmentalagency that 8(.1. Services operates the provincial institutions is the

90 1C4 Facts and Definitions 105 Facts and Definitions

M'",,=====. ...11MININEOP Ministry of Correctional Services. It is also institution. It houses peoplewho are serving responsible for the administration of probation less than twoyears. and parole. A Community ResourceCentre is a small residential unit for adults.One type is Types of Federal correctional institutions are offically designed to house peopleon employment or Federal called penitentiaries. Other types of federal educational temporary employment Facilities facilities include halfway houses.' absences. Another typeprovides an A Community Correctional Centre is a alternative for native peoplewho would halfway hcuse for people on parole. It is otherwise be jailed in Northerninstitutions. operated by the The Correctional Service of A Halfway House isa temporary residence Canada. (90- 120 days) for people released from A Community Residential Centre is also a institutions. Residentsusually work orgo to halfway house for people on parole. It is school in the community.Some halfway operated by a non-governmental houses are designated forspecial groups, organization, such as the John Howard and such as people dependentupon alcohol or Elizabeth Fry Societies, the Salvation Army, drugs. or others. TerminologyLiteracy volunteers workingin a correctional Types of There are several types of provincial setting will comeacross many unfamiliar Provi ncial correctional institutions in Ontario:3 definitions and terminology.Below are some of these words and theirmeanings. Facilities A Jail is a maximum security institution, and incarcerates adults on a temporary Staff differ between federaland provincial basis. It houses people accused of a crime, institutions, and from individualfacility to but not yet dealt witn by the courts. It also facility. Contact the institutionin your area for houses those who have been convicted and the organizational hierarchyand terminology it are waiting transfer to another institution. uses.' People sentenced to 30 days or less may serve their time in a jail. Federal The Warden is theperson in charge of a A Regicnal Detention Centre serves the Definitions federal penitentiary. same purpose as a jail. It is not restricted to The Deputy Warden is thenext in line in the maximum security, but also has medium chain of command. and minimum wings. In Ontario, Regional Detention Centres are replacing jails. The Assistant Warden Correctional Programs is theperson in charge of all A Correctional Centre is a minimum, programming at a facility. Heor she is medinm or maximum security correctional usually the volunteercontact, and will 91 92 106 Facts and Definitions 107 Facts and Definitions

probably be the person with whom Provincial The Superintendentis the person in charge of colItmunity-based literacy groups liaise. Definitions a provincial correctional institutionin Ontario. Larger institutiols may have a Chief of The next in line is theDeputy Assistant Education. In such cases, he or she may be Superintendent. the contact with the .-:ommunity-based literacy program. The Volunteer Co-ordinatormanages and administers the volunteerprogram. Most The Education and Personal Development facilities havea Volunteer Co-ordinator. Branch of the Correctional Service of Canada is responsible for helping individuals earn The Chaplainmay carry out the Volunteer educational certification and increase their Co-ordinates dutiesin some institutions. personal and social skills v hile in federal The Institutional TrainingOfficer provides facilities. in-service training forcorrectional staff ata The Case Management Officer or Living provincial institution. Heor she may be able Unit Development Officer is a member of to heip the literacygroup in the orientation the prison staff who works with the inmate to of volunteers. develop a schedule of activities and acts as The Chief EducationOfficer and the the prisoner's liaison with the administration. Educational Co-ordinaterof the Ontario The Nation 11 Parole Board has jurisdiction Ministry of CorrectionalServices are over parole, except in Ontario,Quebec and responsible for educationalprogramming in british Columbia, where the Iriovinces have provincial institutionsin Ontario. ju6 Iction over cases involvir:g people who I he CommunityCorrections Branch of the wer sentenced to less than two years. Ontari,) Ministry of CorrectionalServices The Regional Manager is the federal contact co-ordinates andsupports community programs. person for information aboutparole services. There are five Regional Offices of the The Ontario Board ofParole has authority National Parole Board. over parole services for peoplesentenced to The Area Manager is the local co:itact- for a term of less than twoyears and serving information about parole services in the time in a provincialinstitution. community. Prob.. Hon and ParoleServices are A Parole Officer supervises a person on combined. parole. The Area Manageris the local contact person for provincial Probationand Parole Services. A Parole Officer supervisesa person on 93 parole. 108 Facts and Definitions 109 Facts and Definitions

IMMO"

Probation allows a convicted person to stay in the community rather than be jailed. It is granted by the courts. A person can be sentenced to a jail term plus probation. Probation is a provincial

responsibility. "17. 1.4 A Probation Officer supervises a person on probation.

General Bail is a cash bond posted on behalf of a Terms person as a condition of releasebefo:e Those denied bail are kept in a jail or a regional detention centre. Remand means a court proceeding has been postponed or delayed until a future date. Classification is the process of classifying the individual according to risk and security, and then placing tt7e individual in an institution that has the facilities to meet these needs. Parole allowsperson to serve part of his or her so,ntence under swiervision in the corrthiunity. Temporary Absence means a person can temporarily leave an institution under certain circumstances ',:or humanitarian, medical or program reasons. Mandatory Supervision is the release of an individual from a federal penitentiary lfter serving two thirds of a sentence. The last part of thentence is 4-rved in the community under the supervision of a panile offievr. Many people are released undei thc mandatory supervision program, but not all. q4t PEST COPY AVAILABLE 110 Facts and Definitions 111 Facts and Definitions

1111111111r, 111=111MI 11111111k

Young Young Offenders refers to young people, Offenders aged 12 to 17, who have committed a A Final Word In some ways, imprisonmentis the same, criminal offense. regardless of where itoccurs. Freedom is limited. That fact alone brings The Ontario Ministry of Correctional with it certain emotions and responses. Other Services is responsible for providing factors are common, too. For example, services in the province for those Atho are 16 more of those in jail are illiterate than in society and 17 years old. at large. The type of facility, whether it is underprovincial Young people are not housed with adults, or federal furlsdiction, security level but have separate residences. These may be correctional staff, the prisonpopula tion (age, Youth Centres, group homes or units within classification, etc.) and otherfactors also adult correctional facilities. have an effectupon incarceration. The The Ontario Ministry of Community and community-based literacygroup should be Social Servi':es is responsible for providing aware of all of these factors, ahd take them services for 12 to 15 year olds. into consideration whenplanning and programming.

Security Correctional institutions are classified as 4 maximum.. in ..dium, or minimum security. Classification Notes and 1.The information about provincialand federal Federal institutions can be multi-level. This Networks corrections in Canada is taken fromthe following means several levels of security arefound in the booklets. These are availableupon request from the same institution. Communication Branch ofThe Correctional Service of Canada (CSC), andare usekulreferences forliteracy In general terms: co-ordinators and tutors. Maximum security institutiens hold people Canada's System o f lustice. MinistryofSupply and who are considered dangerous or a high Services Canada, 1988. security risk. They may also hold people How it works a handy guide to The Canadian Criminal who have been accosed of a crime, but have Justice System. Jurisdictions andResponsibilities. not yet been through the court system. 2.Information aboutthetypesafederal institutions, Minimum security institutions hold people their locations (along with ParoleOffices and Regional Offices), and security designation, who are not considered a high security risk. is shown on a map entitled Facilities of The CorrectionalServices of Canada Those jailed in a minimum security available from CSC. institution have greater freedom of movement, privileges and access to 3.Information about the types ofprovincialfacilities is taken from the following Ontario Ministryof programming than those in a maximum Correctional Services publications: security institution. A Guide For Volunteers in fails, DetentionCentres and Medium security institutions fall between Correctional Centres. 9 6 the other two categories. Probation and Parole Services VolunteerHandbook. 9 7 112 Facts and Definitions 113 Bibliography

Definitions are taken from the above publications, as 4. Canadian Adelberg, Ellen, ed. and Currie, Claudia.Too FewTo Count. well as: Publications Lisa Hobbs Birnie.A Rock and a Hard Place. Canadian Women in Conflict with the Law.Vancouver, British Columbia. Press Gang Publishers. 1987. Education and Personal Development For Federal Offendersbrochure. Birnie, Lisa Hobbs.A Rock and a Hard Place: Inside Canada's Ministry of Correctional Services Volunteer Coordinators ParoleBoard. Toronto, Ontario. Macmillanof Canada. 1990. Procedures Manual. Bolton, P. Michael.Criminal Procedure in Canada.Ninth Edition. North Vancouver, British Columbia.Self-Counsel Press. 1989.

Boyd, Neil.Tne Last Dance. Murder in Canada.Scarborough, Ontario. Prentice-Hall Canada, Inc. 1988.

Caron, Roger.Bingo! Four Days in Hell.Agincourt, Ontario. Methuen Publications. 1985.

Caron, Roger. Go-Boy! Toronto, Ontario.McGraw-Hill Ryerson Ltd. 1978.

Culhane, Claire.Barred From Prison. A PersonalAccount. Vancouver, British Columbia. Pulp Press.1979.

Culhane, Claire.Still Barred From Prison.Montreal, Quebec. Black Rose Books. 1985.

Davidson, Howard S.Communications, Content and Cooperation: An Introduction to Psychology.Calgary, Albata. Desilig Ltd. 1991.

Duguid, Stephen and Fowler, Terry A. OfBooks and Bars. An Annotated Bibliographyon Prison Education,Burnaby, British Columbia. Institute foi theHumanities. Simon Fraser University. 1988.

Marshall, W.L. & Barrett, Sylvia.Criminal Neglect. Why Sex Offenders Go Free.Toronto, Ontario. Doubleday Canada Limited. 1990.

McArthur, Micky.I'd Rather Be Wanted Than I hid: The Memoirs of an Unrepentent Bank Robber,Toronto, Ontario. 98 Gtoddart Publishing Co. 1990. McGilvary, Tony and Webber, Marlene.Square John: A True Story.Toronto, Ontario. University of TorontoPress. 1988. 114 Bibliography 115 Bibliography

Murphy, Dr. Peter. "Of Censorship and Prisons: Some The Insider. Masqui's Prison Newspaper. Special Limited Modest Proposals". Prison Journal No. 8. pp. 5-6. Edition. Abbotsford, British Columbia. Masqui Institution. August 1990. Reid, Stephen. Jackrabbit Parole. Toronto, Ontario.Seal Books. McClelland-Bantam, Inc. 1986. The Other Prison: A Screenplay. Ottawa, Ontario. Winter Films. 1990. Schroeder, Andreas. Shaking It Rough: A PrisonMemoir. Toronto, Ontario. Doubleday Canada Limited.1976, The Westcoast Reader. North Vancouver, British Columbia. Capiiano College. 1990. Tyman, James. Inside Out. An Autobiographyby a Native Canadian. Saskatoon, Saskatchewan. Fiftn House Tightwire. Vol. 24. No. 2. Quarterly publication by the Publishers. 1989. federal prisoners at the Prison For Women in Kingston, Ontario. Summer/Fall 1990. A Clink for Vol; in Jails, Detentam Centresand Correctional Centres. North Bay, Ontario. Ontario Ministry University Educat;On in Prison. A Documentary Record of the of Correctional Services. n.d. Experience of British Columbia. 1974-1986. Burnaby, British Columbia. Institute for the Humanities. Simon Fraser Connection to Freedom 11. Written and editedby inmates of University. 1986. the Vancouver Island Regional CorrectionCentre. 1990. Inquiries: 552 Pandora Avenue, Victoria,British Words from Inside. Vol. Nine. Brantford, Ontario. Prison Columbia, V8W 1N7. Arts Fourdetion. 1939.

Journal of Prisoners on Prisons. Vol. 2. No. 1.Edmonton, Words from Inside. Vol. Ten. Brantford, Ontario. Prison Arts Alberta. Fall 1989. Foundation. 1990.

Ministry of Correctional Services VolunteerCoordinators Yearbook of Correctional Education 1989. Burnaby, British Procedures Manual. Draft Copy. NorthBay, Ontario. Columbia, Correctional Education Association and the Ontario Ministry of Correctional Services.n.d. Simon Fraser University Prison Education Program. 1989.

haonal No. 5. Burnaby, British Columbia. Simon Yearbook of Correctional Education 1990. Burnaby, British Fraser UniversityPrison Education Program. Simon Columbia. Correctional Education Association and the Fraser University. 1985. Simon Fraser University Prison Education Program. 1990.

Prison Journal No. 7. Prison Literacy.Burnaby, British Columbia. Simon Fraser University's PrisonEducation Literacy Calamai, Peter. Br iken Words. Why Five Million Canadians Program. Simon Fraser University. 1988. Reports Are Illiterate. The Southam Literacy Report. Toronto, Ontario. 1987. Prison Journal No. 8. Censorship. Burnaby,British Columbia. Simon Fraser University'sPrison Education Cormier, Robert. Post-Conference Report. Natimial Conference Program. Simon Fraser University. 19149. on typialer Literacy. May19-21,1987. Ottawa, Ontario. The Correctional Service of Canada. 1987. Probation and Parole Services Volioneer Ilandbook. Draft Copy. North Bay, Ontario. OntarioMinistry of McDonald, Barbara. Report on the Literacy Needs of Women Correctional Services, n.d. in Conflict With The Law. Ottawa, Ontario. Canadian Association o Elizabeth Fry Societies. 1989. a a 116 Bibliography 117 Bibliography

41.11117111MI

Pate, Kimberly. The John Howard Society of Canada National Correctional Blanchard, Cecelia. Crime and Punishment; A Pictorial !.teeacy Project Report. Vol. I & U. Calgary, Alberta. 1989. Services of History. Five Parts. 1985. Stewart, Heather. Compulsory Education Policy aad the Canada Academic Education Secondary Levels Literacy Classroom. A Paper presented at Masqui Prison on Publications July 12, 1990 1..uring a seminar of the CEA International Adult Basic Education Program Conferenc( .Abbotsford, British Columbia. 1990. Basic Facts About Corrections in Canada. 1990. Education Accountibility Year End Report. 1988/89. Correctional Services of Canada. 1989. Canada's System of Justice. Department of Justice Canada. 1988.

Non Freire, Paulo. Pedagogy of the Oppressed. New York, New Education and Personal Development for Federal Offenders York. The Continuum Publishing Company. 1990. Canadian Facilities of the Correctional Service of Canada Publications McCormack, Sister Maureen. "A Road Taken: The Prison Experience." Sisters Today. June/July 1982. Get the Facts About... Federal Corrections in the Community

Morris, Norval. The Future of Imprisonment. Studies in Crime Get the Facts About... Parole and Justice. Chicago. The University of Chicago Press. 1974. Get the Facts About... Federal Corrections Shor, Ira. ed. Freire for the Classroom. A Sourcehook of Eiheratory Teaching. Portsmouth, New Hampshire. How it works a handy guide to The Canadian Criminal Boynton/Cook Publishers. 1987. Justice System: Jurisdictions and Responsibilities

Walker, Jan. Booklets for Inmates. Letters. Gig Harbor, Let's Talk Corrections Washington State. Delma Writes. 1990. Let's Talk: Task Force on Federally Sentenced Women Released. A,Palker, Jim. Booklets tor Inmates. Wait a Minute... I'm rt 1990. Parent Mo. Gig Harbor, Washington State. Delma Writes. 1990. Listening to the Victim

Walker, Jan. Booklets for Inmates. Men ami Women and Sex. Mission of the Correctional Service of Canada. 1989. Gig Hwtor, Washington State. Delma Writes. 1990. Mission Statement of the National Parole Board. 1986. Council of Europe. Legal Affairs. Education in Prison. Strasbourg. Council of Europe. 1990. National Parole Board

Some People Say... National Parole Board. 1987.

Victims: Questions & Answers on Parole. 1989.

Vocational Education

PO 111 118 Bibliography 119 Index

advertising the program, 78-80

Books and Bars, Of, 84 address, 92

Broken Words, 20-1, 36 building walls, 24-5 Canadian Policy Information Centre, 85

Communications, Content and Cooperation, 66-7 address, 71 confidentiality, 31-2, 86-7 Core Literacy, 55, 71, 84, 92 Correctional Education Association, 84 address, 91 Correctional Services Canada, 19, 44-7, 103-6, 111 address, 35, 50 correctional staff titleF 105-8 culture and literacy, 13-6

Elizabeth Fry Society, 17-9, 35, 57, 79, 82, 98, 100 address, 35 environment, 21-4 expectations of the tutor, 81-2 facts and definitions, 103-110 federal institutions, 75-6, 103-6, 111 feedback / communication, 85, 89-90, 96 films, 10, 51, 82 7th Step to Freedom, The, 51 Cell 16, 51 Other Prison, The, 10, 51, 82 Tiers, 51 Warehouse for Bodies, A, 51 Freire, 70, 72

Freire for the Classroom, A Sourcebook for Libera tog Teaching, 72 1 I.' 2 Guide for Volunteers in Jails, Detention Centres and Correctional Centres, A, 84, 92 120 Index

impartiality, 31-4; 49 institutional rules, 86 Journal of Prisoners on Prisons, The , 67, 71-2 address, 72 liaison, 77-8 National Film Board, 84 address, 51 National Literacy Project Report, 20, 28, 36 Native Canadians, 14-5 ongoing training, 85 Ontario Ministry of Correctional Services, 47, b4, 103-5, 107-8, 110, 111 address, 92 Ontario Ministry of Education, 52 parole and probation, 106-8

Pedagogy of the Oppressed, 72 poverty, 16-9, 64-6 Prison Arts Foundation, 9-10, 26, 36-7, 67 address, 37 Prison Journal, 24, 30-1, 37, 67-8 address, 30 prison culture, 13, 30-2 protocol, 88 provincial institutions, 63, 75-6, 103-5, 107-8, 110

Reaching Out to Family. Letters, 50-1 regional plan, 76 Reid, 26, 72 reintegration, 43, 46, 48-50 release, 95-9

Report on the Literacy Needs of Women in Conflict with the Law, 17, 35, 57 1 n3 4 ''s.. .

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