The main topic of this thesis is the fate of people being held in the Pankrác prison in the period of approximately one year after the end of World War II. The base of the thesis are collected testimonies, information about the circumstances of the events at that time from both the present and available contemporary literature and periodicals, their analysis and comparisons as well as adding other relating data from archives and other sources. The introduction and the methodological part is followed by a historical discourse observing the events of the end of World War II in the European context, history of the Pankrác prison since the time of its establishment in 1889, and the Czech-German conflict in the period before the Munich Agreement had been signed and the period of the Protectorate of Bohemia and Moravia, until the transfer of the control over the prison by the Czech administration in May 1945. The individual topics introducing the conditions that prevailed in the Pankrác prison at that time are elaborated in the part devoted to the postwar period. The chapters devoted to the characteristics of prisoners and introduction of the collected testimonies introduce another part describing the circumstances of the detention of persons, their arrival to the Pankrác prison, conditions and...

<p>The French Revolution was a turning point towards a republican culture and morality. Merging sociology, and gender studies, historians are addressing the era’s new social structure and the political activism of women. They draw attention to the women’s political revolutionary organizations, awareness and experience that confronted male dominated society. However, while investigating revolutionary prisons, they neglect to examine the issue of gender. This dissertation addresses this lacuna to demonstrate that through the experience of prison, the incarcerated women of the revolutionary period find meaning, relive past events, but also forge new identities as they develop new political competencies behind bars.</p><p>The 18^th century prison literature examined here is unique not only because it is written by women for women, but because its narratives contrast and take place in two political regimes. The prison writings, as political and intellectual heritage, and as a response to gender marginalization, provide a historical framework and political legacy of women’s fight for their rights, and a quest for identity. Marie-Antoinette and Madame Roland are two women prisoners, with different social and educational backgrounds, who wrote letters and memoirs respectively. Their prison writings which cross political, social, spatial and temporal boundaries affirm the importance of women in building a new nation and a new modern philosophical era. </p><p><br></p><p>La Révolution française était un tournant vers la culture et la morale républicaines. À la lumière des études sociohistoriques et des études de genre les historiens accordent une attention particulière à une nouvelle structure sociale et à l’activisme politique des femmes. Ils examinent des organisations politiques révolutionnaires, la conscience et l’expérience des femmes qui ont confronté la société dominée par les hommes. Cependant, leurs études sur l’univers carcéral négligent de soulever la question du genre. La prison a permis aux femmes non seulement de trouver le sens de leur existence, de revivre les événements passés, mais aussi d'établir une identité et de guider leur compétence politique derrière les barreaux.</p><p>La littérature de prison du XVIII^èmesiècle est particulière, non seulement parce qu’elle est écrite par les femmes pour les femmes, mais parce que sa thématique se contraste et se place dans deux régimes politiques. En tant qu’héritage politique et intellectuel et en réponse à la marginalisation des sexes, elle fournit un cadre historique de la lutte des femmes pour leurs droits. Les écrits carcéraux qui manifestent la quête identitaire des prisonnières, dépassent les frontières politiques et sociales, spatiales et temporelles, en affirmant l’importance des femmes dans la construction d'une nouvelle nation et d'une nouvelle ère philosophique moderne.</p><p><br></p>

Plus de 80 000 libérations des prisons de France ont été enregistrées chaque année au cours de la dernière décennie. La question du devenir pénal des sortants de prison s’impose dans une réflexion générale sur la récidive et la réinsertion sociale. Un échantillon de la population carcérale a été constituée à partir d’un terrain professionnel afin d’étudier les parcours et les profils sociaux des sortants. Cette recherche, dans une approche quantitative et qualitative, tente de dégager les déterminants sociaux les plus prédictifs de l’évolution du parcours post-carcéral.L’analyse des effets des fins de peines aménagées, et plus généralement les parcours de vie, permet d’isoler un certain nombre de facteurs qui marquent, en tendance, la poursuite d’un parcours pénal. La nature et la qualité du lien social qui caractérise l’individu avant l’incarcération, déterminent la poursuite d’un parcours pénal ou son interruption. Se trouve également réaffirmée la plus forte répression de l’illégalisme populaire (vol, violence, infraction au code de la route), délinquance touchée le plus largement par la récidive, et caractéristique des couches sociales les plus pauvres. / More than 80 000 inmates have been released from French prisons in the last ten years. Questions about these releasees had to be studied from the point of view of recidivism and social reintegration. A sample of the French inmate population has been built, from a professional field, to study the social profiles and courses of the released inmates. This study tries, by quantitative and qualitative approach, to find the most predictive social determinants of the individual post-custodial journey.Analysing the results of sentence adjustments, and more generally life courses, made it possible to isolate a number of factors that can predict the pursuit (or not) of a criminal route.The nature and the quality of the integration into the social fabric before custody, defines the continuation or interruption of a criminal life.The strongest repression of the most common offences (theft, violence, reckless driving) is also confirmed by the study as well as the fact that the segment of the population most affected by repeat offenses are the poorest classes.

The purpose of this study has been to determine the nature and extent of educational opportunity offered to prison inmates in the Texas Department of Corrections, and as far as is possible, to evaluate the effectiveness of the program. Both primary and secondary data were used. Primary data were obtained by correspondence and personal interviews with TDC officials and staff members. Secondary data were obtained from annual reports submitted to the Texas Prison Board and the Board of Pardons and Paroles by the Department of Welfare, of which the Educational Department is a branch, from the Echo, prison inmate publication, and from mimeographed material prepared by prison officials.

[pt] Nesse estudo de caráter qualitativo, buscamos debater sobre algumas complexidades presentes na Educação de Jovens e Adultos (EJA) em situação de privação de liberdade. A educação ofertada nestes espaços é uma das categorias da EJA e é garantida por normativos internacionais e nacionais, configurando-se assim como um direito e não um benefício. A pesquisa busca compreender através de uma análise documental as concepções sobre educação presentes nos normativos que constituem essa categoria de ensino. Além da análise dos normativos, aprofundaremos o estudo a partir de entrevistas semiestruturadas realizadas com professores, que atuam com esta especificidade de ensino, visando compreender suas concepções sobre a escola da prisão. Foram entrevistados 9 professores através da amostragem snowball ou Bola de Neve. Utilizamos um referencial teórico bastante heterogêneo que engloba teorias de currículo e também teorias criminológicas, que julgamos necessárias para abordar este tema e assumimos um caráter crítico e pós-crítico, com o viés pós-estruturalista, para efetuarmos as análises. Desta forma, identificamos que a prisão e a escola estão permeadas por dinâmicas de controle e poder disciplinar. A prisão controla e exerce poder sobre a escola a partir de uma série de práticas e a escola, segundo os docentes, coloca-se como opositora desse sistema. Entretanto, também foi possível identificar que apesar desta dita oposição, a escola também exerce uma forma de poder disciplinar sobre os apenados. Esta forma de poder disciplinar também se expressa através de algumas concepções sobre currículo, Projeto Político-Pedagógico e Educação para os Direitos Humanos. / [en] In this qualitative study, we sought to debate about some complexities present in Youth and Adult Education (EJA) in situations of deprivation of liberty. The education offered in these spaces is one of the categories of EJA and is guaranteed by international and national regulations, thus constituting a right and not a benefit. The research aims to understand through a documental analysis the conceptions about education present in the normative that constitute this category. In addition to the normative analysis, we will deepen the study through semi-structured interviews conducted with teachers, who work with this specificity of teaching, aiming to understand their conceptions about the prison school. Nine teachers were interviewed through the bola de neve or snowball sampling. We use a very heterogeneous theoretical framework that includes curriculum theories as well as criminological theories, which we consider necessary to address this issue and assume a critical and post-critical character, with the poststructuralist view, to perform the analyzes. Thus, we identified that the prison and the school are permeated by dynamics of control and disciplinary power. Prison controls and exercises power over the school through a series of practices and the school, according to the teachers, stands as an opponent of this system. However, it was also possible to identify that despite this opposition, the school also exercises a form of disciplinary power over the prisioners. This form of disciplinary power is also expressed through some conceptions about curriculum, Political-Pedagogical Project and Education for Human Rights.

Le raisonnement de ce mémoire se déploie dans l'espace insidieux qu'est la prison, et prend la mesure de sa puissance architecturale et de son influence manifeste sur le récit. Organisé sur les principes d'une pensée unique et totalitaire où la surveillance, la négation de l'individu et le pouvoir hiérarchique en sont les diktats, l'espace carcéral sert d'outil de destruction de la pulsion individuelle. La surveillance omnisciente scrute l'individu pour en extraire la déviance; le collectif agit donc sur l'unique pour anéantir la différence. Parallèlement, les régimes concentrationnaires se sont largement inspirés de l'architecture carcérale - ou est-ce l'inverse? - pour créer une structure sociale omnisciente et asphyxiante qui détruit la figure de l'insoumis et l'individualité au nom d'un bonheur massif . Ce type d'organisation sociale de l'espace où chacun est scruté, aliéné, simplifie les individus, efface leur tempérament, les rend non-humains, pour former une sorte de masse informe, incapable de confronter ou de combattre une autorité. Ainsi, le discours ne pourra jamais atteindre la narration et demeurera descriptif et anticipé, car n'est-ce pas la différence , le déséquilibre qui fait le récit ? Dès lors, si l'architecture panoptique, voire utopique, rend impossible le déséquilibre et bloque l'accès à l'axe du désir du schéma de Greimas, force est de constater qu'aucune histoire n'existera, aucun trajet narratif, d'un point A à un point B, ne sera possible. L'utopie de la construction carcérale serait a-narrative; la transgression permettrait l'histoire et la figure de l'évadé prendra alors toute son importance narrative.

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This research presents the first empirical study of music provision in Scottish prisons and explores the potential benefits of music engagement for prisoners, with a focus on young offenders’ experience. The scope of the study begins with an investigation into music provision in prisons throughout Scotland by means of a small-scale survey. This survey showed that despite a lack of documentation, music is currently present in Scottish prisons and has been previously, albeit intermittently. Music provision included a range of activity: learning how to play musical instruments, singing, music theory, song-writing and composition. Subsequently, two music intervention studies were conducted with young offenders at HM Young Offenders Institution Polmont. The first study was a ten-week project with three participant groups: a music group, an art group and a control group. Pre- and post-interviews and measures were used to assess participants’ self-esteem, self-control, behaviour, literacy skills and engagement with education. Numerous difficulties were identified with conducting such research in a prison environment, including the recruitment process and using standard assessment measures. However, results from the small number of men involved showed!an increase in engagement with education for all three groups during the project and a steady continued increase in education engagement for the music group after the project ended. Additionally, the music and art groups showed a small increase in mean scores for self-esteem, positive emotions reported and self-control. The second study examined two music interventions with young offenders as part of the year-long Inspiring Change pilot project. This study used interviews and session review forms with education staff and arts practitioners to document the process of the organisations involved in the planning and implementation of the projects. Focus groups with young offenders were carried out to gather their opinions of the programmes. Participants expressed that they especially appreciated the high level of professionalism of the arts practitioners, working as a group, and being recognised as making an individual contribution towards a final project. In addition to the survey and intervention studies, a Knowledge Exchange workshop was designed for music tutors in Scottish prisons to meet, learn about research on music in prisons, and exchange ideas for best practice. A workbook and afternoon workshop format was investigated in terms of its effectiveness and was found to be beneficial for music tutors in learning more about the research and practice of teaching music in prisons. This thesis contributes to the developing research on the benefits of music provision for prisoners and provides a baseline of music provision in Scottish prisons for further study.

This thesis discusses the process and value of theatrical and performance-based rehabilitation programming in prisons, specifically focusing on the non-profit organization Shakespeare Behind Bars (SBB). SBB has programs in two prisons in which they read, rehearse and produce a Shakespeare play annually. Using performance theories, theories of rehabilitation and personal interviews, this thesis aims to develop an understanding of the way culture functions in prisons, how the act of performance changes that functioning, and how these programs effect incarcerated people. This thesis includes analyzed interviews with Curt Tofteland, founder of Shakespeare Behind Bars and Sammie Byron, a previously incarcerated alumnus of the program. Ultimately, this project focuses on the possibilities for rehabilitation within incarceration and how performance-based rehabilitation programming offers something unique. SBB creates spaces through performance that allow incarcerated people to reflect on their choices and take responsibility for who they want to become. Central to this thesis and the program it analyzes is the idea of story-telling and allowing incarcerated people to have the access and ability to create their own narratives.

This thesis explores the strength of the two major theories of punishment, consequentialism and retributivism. It also explores the two most critiqued systems of punishment in the world: The U.S and Norway. By presenting the idea that retributivism is the only plausible theory that can morally justify the U.S. penal practises, I argue against the theory by incorporating various objections delivered by Antony Duff, Michael Zimmerman, and Jeffrie Murphy. I then explore the question of what could possibly ground the Norwegian justice system, for the answer to this is crucial, if we hope to demand prison reform and tailor our systems to resemble the Norwegian ideal. To answer this question, I present a theory that incorporates the ‘capabilities approach’ as developed by Martha Nussbaum and Amartya Sen, arguing that the Norwegian prison system is grounded in a hybrid theory of consequentialism that aims to enhance our human rights.