Turning prisons into a place for learning: Conditions for providing adult education in correctional settings

Kiki Maleika Qiu

doi:10.3384/rela.2000-7426.5577

Authors

Kiki Maleika Qiu Stockholm University https://orcid.org/0009-0000-2710-1205

DOI:

https://doi.org/10.3384/rela.2000-7426.5577

Keywords:

adult education, prison education, correctional education, system of control, theory of practice architecture

Abstract

This study investigates the organisation of adult education in Swedish prisons and examines how education is integrated into a highly regimented environment. Using documents as empirical data, the study applies template analysis and the theory of practice architecture to explore the conditions shaping education in prison. The findings show that security concerns impede students’ learning opportunities and development of digital literacy. In addition, due to a lack of resources, prisoners’ right to education becomes conditioned, with some individuals excluded from participation. At the same time, efforts are made to turn the prison into an educational space through design choices, employment of non-prison staff, and language use. Furthermore, participation in education has recently been linked to the opportunity for parole. This has the potential to increase participation and completion rates through coercion, thus increasingly embedding education into the system of control and sanctions that is inherent in prisons.

Author Biography

Kiki Maleika Qiu, Stockholm University

Kiki Maleika Qiu is a PhD Student at the Department of Education, Stockholm University, since 2022.

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