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• W2567846421 abstract "In the U.S., Britain, and to a lesser extent in some other parts of Europe, penal policy has of late been characterized by massive increases in the use of incarceration, by negative stereotyping of prisoners and by extremely vengeful attitudes. The essential point of this paper is that many of these linked and currently dominant penal ap proaches (which I title 'Anglo-American'), as well as being destructive in themselves, severely nar row and distort the education of inmates. The so lution to this problem can begin by connecting with penal perspectives that center on human dig nity, and also by linking correctional/prison edu cation with the insights and practice of progressive adult education. (In this paper I will usually use the European term 'prison education' to cover what in North America and elsewhere is called 'cor rectional education,' and the term 'penal' to refer to wider matters that in North America are also described as 'correctional'—as in correctional in stitution, system or policies). The paper begins by exploring in section II one perspective that is, in my view, coherent and cred ible in its description of the role of imprisonment, i.e., the philosophy inherent in the European Prison Rules (Council of Europe, 1987). The out look in that European 'policy document' comple ments very well the thinking in a further Council of Europe report, Education in Prison (1990), which is analyzed in section III and which advo cates an adult education orientation for the edu cation of those held in custody. There are many earlier U.S. works that can be drawn on to support these alternative views: e.g., John Dewey's gen eral approach to education (Westbrook, 1991), Austin MacCormick's (1931) prescription for cor rectional education, and Kenyon Scudder's (1952) account of a clearheaded and bold penal initiative at the California Institute for Men, among many others. Such American works will be touched upon rather than examined in detail in this paper, but they do offer powerful challenges to the state of things in American corrections today. The title of Scudder's story, Prisoners are People, neatly en capsulates the philosophy that underpinned his efforts and could just as well be used to summa rize the European Prison Rules approach. The underlying assumptions of these perspec tives are greatly at variance with those of the cur rently dominant 'Anglo-American' approach to penal policy. The 'Anglo-American' approach is analyzed and criticized in section IV and an argu ment made in section V that it is close to incom patible with genuine education. Correctional/ prison education needs to detach and distance it self from such destructive penal attitudes and practices. Those of us who work for the education of offenders have to also be advocates of humane" @default.
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• W2567846421 date "1998-01-01" @default.
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• W2567846421 title "The Prisoners Are People Perspective--And the Problems of Promoting Learning Where This Outlook Is Rejected." @default.
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