The logos of the prison classroom: pedagogy, power and trustworthiness in a prison-university partnership

• In Event: PWG - Prison education: Pedagogical approaches and outcomes

Abstract

This paper draws on research exploring the prison classroom space facilitated as part of a prison-university partnership between De Montfort University and HMP Lifer in England, in 2019 (Little and Warr, 2022). It considers how the pedagogical approach during the eight-week course was adapted to mitigate some of the barriers to enhancing the pedagogical capital of learners in the classroom space. For example, abstract questions were deployed to help mitigate the diffidence amongst prison learners. Co-producing a learning space in prison with university students potentially provides an example of ethical pedagogical praxis (what really matters to learners in the space), underpinned by moral sight (seeing learners as individuals humans).

The paper reflects on recent warnings by Castro (2024) that, despite good intentions, there is a risk that non-incarcerated teachers cause harm to incarcerated students they work with. Such discussions require us to understand and reflect on the unique power dynamics operating in such a space. At the heart of the discussion is a concern with recognising the importance of enhancing the safety and comfort of all participants in prison classroom spaces. There are implications for policy and practice in relation to education in prison. There may also be implications for pedagogy in educational spaces beyond this unique liminal context.

Author

• Ross E Little, De Montfort University