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Learning behind bars: education in prisons

Learning behind bars: education in prisons
Learning behind bars: education in prisons
This article is based on the negotiated meanings of ‘teaching’ and learning’ in prisons. It is informed by
the peripheral experiences of prisoners and the legitimate peripheral participation of their teachers. It
was found that teachers and students are interdependent and feel equally marginalized. The positions
occupied by teachers make legitimate peripheral participation (Lave & Wenger, 1991) possible though it
is restricted within limits imposed by their place of work. The research, based on in-depth interviews of
four teachers explores the challenges facing both teachers and their students. Concerns about prisoners’
dignity, their human rights, entitlement to education and recognition of their learning difficulties are
voiced against a culture of acquiescence and unquestioning obedience demanded by the prison regime
outside the education classes
human rights, learning difficulties, dyslexia, legitimate peripheral participation, prisons, marginality
0742-051X
31-36
Bhatti, Ghazala
e8954fcd-3972-4713-9f98-b2414f48d03c
Bhatti, Ghazala
e8954fcd-3972-4713-9f98-b2414f48d03c

Bhatti, Ghazala (2010) Learning behind bars: education in prisons. Teaching and Teacher Education, 26 (1), 31-36. (doi:10.1016/j.tate.2009.06.020).

Record type: Article

Abstract

This article is based on the negotiated meanings of ‘teaching’ and learning’ in prisons. It is informed by
the peripheral experiences of prisoners and the legitimate peripheral participation of their teachers. It
was found that teachers and students are interdependent and feel equally marginalized. The positions
occupied by teachers make legitimate peripheral participation (Lave & Wenger, 1991) possible though it
is restricted within limits imposed by their place of work. The research, based on in-depth interviews of
four teachers explores the challenges facing both teachers and their students. Concerns about prisoners’
dignity, their human rights, entitlement to education and recognition of their learning difficulties are
voiced against a culture of acquiescence and unquestioning obedience demanded by the prison regime
outside the education classes

Full text not available from this repository.

More information

Published date: January 2010
Keywords: human rights, learning difficulties, dyslexia, legitimate peripheral participation, prisons, marginality

Identifiers

Local EPrints ID: 73293
URI: https://eprints.soton.ac.uk/id/eprint/73293
ISSN: 0742-051X
PURE UUID: f64213ba-6729-4788-a474-395e2901af4b

Catalogue record

Date deposited: 04 Mar 2010
Last modified: 18 Jul 2017 23:50

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