Exploring learning cultures in an English prison

• In Event: International Perspectives in Prisoner Education: Innovations and Challenges in Transforming Learning and Learning Culture in Prisons

Abstract

Learning is recognised as a situated phenomenon (Lave and Wenger, 1991) influenced by many external factors (Hodkinson et al, 2007). These influences together may be described as forming a learning culture. Recent research suggests that cultures of learning across a prison may be measured and a positive learning culture may be supported through activities designed to give more autonomy to prisoners (Auty et al, forthcoming). However, little is known about how cultures of learning are experienced by prisoners and staff and what characteristics define boundaries of different cultures of learning within spaces across a prison.

This paper presents findings from a study of a single prison site in England. Through the exploration of the meanings and experiences of learning and learning culture, the study develops understanding of learning culture and how it emerges in a prison setting.

It explores the role of distance learners in promoting a positive learning environment and moving ‘formal’ learning away from the prison education department. It investigates the embedding of an innovative approach to promoting positive learning environments in prison; a prisoner-led ‘learning wing’. This wing offers a unique insight into the characteristics of a prison-based positive learning environment, and the implications for learning culture.

Authors

• Morwenna Bennallick, Royal Holloway, University of London

• Rosie Meek, Royal Holloway, University of London