دانلود کتاب تاریخ و فلسفه آموزش کارسرال

The global prison population continues to grow, and only a relatively small proportion of the world’s incarcerated people have access to or undertake formal education (Gottschalk, 2006, pp. 1, 181; Kilgore, 2015, p. 18). Delivering education in prisons not only presents logistical and technical challenges, but is also a sensitive and culturally charged issue for governments and communities. Governments seeking to deliver a ‘tough on crime’ or ‘law and order’ political agenda with policies that drive up the rates of incarceration may also find that a concomitant or complementary action to their approach is cutting off prisoners’ access to education. The punitive impulses that drive the era of mass incarceration can also drive the restriction of education to people in prison and further drive the cutting of funds to education programs (Stern, 2014). Spending tax payer money on the education of prisons is well described as an emotional issue (Behan, 2021). Pointing to the discernible connections between anti-recidivism and education (see for example Esperian 2010; Ellison et al., 2017; Battams et al., 2021) may not be enough to dispel community concern or neutralise political discourse regarding criticism of using public money to educate prisoners. Certain measures, such as the cutting of the Pell Funding in the mid-1990s, are well documented instances of the reduction of resources for prisoner education, with the associated outcome of restricting education to a large population of peo¬ple from minorities (Lillis, 1994; Slater, 1995).
Even where there are positive or intentional policies in place to provide access to education, there may well be a gap between policy and the trans¬piring reality inside a correctional facility (Behan, 2021; Czerniawski, 2016). Notably, while much mainstream educational activity takes place out of sight of the general population (parents are not normally in their children’s classrooms), prison education is even more emphatically invis¬ible to the wider community. That invisibility may have a two-fold impli¬cation. It is hard for a wider community to sense or see the value in what is taking place out of sight. Equally, people who are incarcerated may be able to create their own meaning out of their educational endeavour.
Approaches to prison education are anchored in different historical realities and shifting philosophical conceptions of incarceration and edu¬cation over decades and centuries. This diversity is reflected in the chap¬ters in this collection where educational practice ranges in approach and level, from tertiary study, art, prison consultancy, and religion to the re-education of sex offenders, to different intentions and even philosophies including rehabilitation and empowerment. The penal practices that brought Europeans to Australia and the Americas in the eighteenth cen¬tury are one dimension of this history. Another dimension of a complex and contested history is the way that authorities and educators have sought to educate the incarcerated, or conversely where that has been prohibited or limited.