Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia

It is widely believed that correctional education programs can significantly reduce crime and recidivism rates by rehabilitating prisoners into productive and law-abiding citizens. Several studies on correctional education focus on statistically measuring the impact of correctional education program...

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Autores principales:	Paul Kakupa, Kasonde Mpundu Mulenga
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Adult education Correctional education Empowerment Maximum-security prison Prison education Offender rehabilitation Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/fbb64a0f79d641efb7f25dda616313dc
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spelling	oai:doaj.org-article:fbb64a0f79d641efb7f25dda616313dc2021-11-22T04:31:18ZDoes correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia2666-374010.1016/j.ijedro.2021.100090https://doaj.org/article/fbb64a0f79d641efb7f25dda616313dc2021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666374021000601https://doaj.org/toc/2666-3740It is widely believed that correctional education programs can significantly reduce crime and recidivism rates by rehabilitating prisoners into productive and law-abiding citizens. Several studies on correctional education focus on statistically measuring the impact of correctional education programs on recidivism and employment rates among ex-prisoners. However, little is known about how prisoners themselves perceive and experience such programs during incarceration. This qualitative study drew on empowerment theory constructs to explore correctional education experiences of ten male adult prisoners serving long jail sentences at a maximum security prison in Zambia. The analysis revealed the following: (i) correctional education is perceived as meaningful and relevant to inmates’ post-release employment needs; (ii) despite the transformation of prisons into correctional centers, correctional facilities are still characterized by coercive and oppressive practices that impinge on the effective delivery of correctional education; and (iii) correctional education, as currently provided, emphasizes economic objectives and neglects inmates’ broader rehabilitation needs. The implication is that correctional education may not be fully rehabilitative. It is recommended that the structure and delivery of these education programs should incorporate processes that offer a holistic remodeling of offenders’ behaviors.Paul KakupaKasonde Mpundu MulengaElsevierarticleAdult educationCorrectional educationEmpowermentMaximum-security prisonPrison educationOffender rehabilitationTheory and practice of educationLB5-3640ENInternational Journal of Educational Research Open, Vol 2, Iss , Pp 100090- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Adult education Correctional education Empowerment Maximum-security prison Prison education Offender rehabilitation Theory and practice of education LB5-3640
spellingShingle	Adult education Correctional education Empowerment Maximum-security prison Prison education Offender rehabilitation Theory and practice of education LB5-3640 Paul Kakupa Kasonde Mpundu Mulenga Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia
description	It is widely believed that correctional education programs can significantly reduce crime and recidivism rates by rehabilitating prisoners into productive and law-abiding citizens. Several studies on correctional education focus on statistically measuring the impact of correctional education programs on recidivism and employment rates among ex-prisoners. However, little is known about how prisoners themselves perceive and experience such programs during incarceration. This qualitative study drew on empowerment theory constructs to explore correctional education experiences of ten male adult prisoners serving long jail sentences at a maximum security prison in Zambia. The analysis revealed the following: (i) correctional education is perceived as meaningful and relevant to inmates’ post-release employment needs; (ii) despite the transformation of prisons into correctional centers, correctional facilities are still characterized by coercive and oppressive practices that impinge on the effective delivery of correctional education; and (iii) correctional education, as currently provided, emphasizes economic objectives and neglects inmates’ broader rehabilitation needs. The implication is that correctional education may not be fully rehabilitative. It is recommended that the structure and delivery of these education programs should incorporate processes that offer a holistic remodeling of offenders’ behaviors.
format	article
author	Paul Kakupa Kasonde Mpundu Mulenga
author_facet	Paul Kakupa Kasonde Mpundu Mulenga
author_sort	Paul Kakupa
title	Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia
title_short	Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia
title_full	Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia
title_fullStr	Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia
title_full_unstemmed	Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia
title_sort	does correctional education matter? perspectives of prisoners at a male adult maximum-security prison in zambia
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/fbb64a0f79d641efb7f25dda616313dc
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Does correctional education matter? Perspectives of prisoners at a male adult maximum-security prison in Zambia

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