Thesis advisor: Andrés Castro Samayoa / The involvement of colleges and universities in the provision of higher education opportunities in prison has reemerged after a long pause following the 1994 Omnibus Crime Bill, which effectively ended the majority of postsecondary prison education programs. The 2016 Second Chance Pell Program has been instrumental in the development and expansion of higher education opportunities in prison. Support for justice reform measures has led to the likely full restoration of Pell Grant availability in prisons, taking effect as early as 2023, with funding for the initiative included in the most recent congressional stimulus bill. Both Second Chance Pell and one of the most progressive state-level prison education policies, New York’s Right Priorities initiative, rely almost exclusively on positioning higher education in prison as a tool for meeting the market needs of the state: reduced recidivism equating to taxpayer savings. This dissertation extends prior research examining the pitfalls of justifications overly reliant on narratives of recidivism. Using a three-article approach, it explores justifications capable of articulating the full moral vigor necessary to sustain long-term commitments to such policies and programs, ones that prioritize humanized responses to incarceration. The first article amplifies justifications articulated by those who have been the beneficiaries of such educational opportunities, investigating formerly incarcerated student perspectives on the value, meaning, and purpose of such programs. The second article, by focusing on policy developments within the state of New York, examines how the rhetoric of recidivism emerges in media coverage of both federal and state level support for college-level prison education. And, finally, the third article considers the pedagogical implications of adjusting the lens through which programs are defended, exploring the use of andragogical teaching methods—those associated with the tenets of adult education—in the context of prison classrooms. Taken together, each study contributes to literatures examining justifications for higher education in prison, and develops deeper understandings of the need for the provision of such opportunities. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

There has been a significant increase in the nation's female incarceration rate. During 2006, the number of women in prison increased by approximately 4.5 %. The increase of female prisoners from 2005 to 2006 was larger than the average growth rate of 2.9% from 2000 through 2005. Women ages 35 to 39 made up the largest percentage of female prisoners. At the end of 2006, females made up 7.2% of the prison population under State or Federal jurisdiction, up from 6.7% in 2000. Oklahoma had the highest female incarceration rate in the nation, approximately 129, 000 inmates; followed by Louisiana, which incarcerated 108, 000 female inmates (Bureau of Justice Statistics, 2006). The purpose of this study was to describe how college- educated incarcerated females in a state prison perceived their incarceration experiences. The central research question was: how do college-educated incarcerated females perceive their incarceration experience? Data were collected by conducting interviews with nine women who had a minimum of two years of college-level coursework from a regionally accredited college or university and who did not have a history of drug abuse. Findings suggest that while there are negative aspects of college-educated females' incarceration experiences, the totality of the experience was not negatively perceived.

Made available in DSpace on 2017-07-21T20:31:34Z (GMT). No. of bitstreams: 1 Joslene Eidam Zanin capitulo 1.pdf: 113853 bytes, checksum: a706114a9044bdb1a16ca3d647ac5be0 (MD5) Previous issue date: 2008-02-28 / The present work has for purpose to delineate a panorama of the current condition of the Brazilian penitentiary system, being about the regeneration function that the education carries out in the politics of penal execution. By means of documental exams and of collection of reports in semi-structured interviews and questionnaires applied to the pedagogic coordination, teachers and arrested pupils on the importance of the pattern of public politics of penitentiary education applied in the State of Paraná, we tried to understand the function that the youths' education and adults, accomplished through Ceebja Odair Pasqualini, school inserted in the State Penitentiary of Ponta Grossa, exercises in the penitentiary system of Parana, presenting and analyzing the relationships among school education and regeneration inserted in a penal system. The theoretical reference used took for base mainly the reflections of Michel Foucault, intending to analyze the politics of prison education developed in the prisons of the State of Paraná in execution to the determination in the article 205 of the Federal Constitution of 1.988 and article 83 of the Law of Penal Execution - Law 7.210 of July 11, 1984, considering as priority the perception that the pedagogic coordination and the teachers possess in relation to that public politics developed by the State; and as the pupils in feather execution in the institution evaluate the education of the which they are part. Before the scarce academic production and of the peculiarity of the theme related to that study area, it is waited that work can collaborate with the research about the prison regeneration and the institution of specific public politics for the education in jail. / O presente trabalho tem por escopo delinear um panorama da atual condição do sistema penitenciário brasileiro, tratando do papel ressocializador que a educação desempenha na política de execução penal. Por meio de exames documentais e de coleta de relatos em entrevistas semi-estruturadas e questionários aplicados à coordenação pedagógica, professores e educandos presos sobre a importância do padrão de política pública de educação penitenciária aplicado no Estado do Paraná, procurou-se compreender a função que a educação de jovens e adultos, realizada através do Ceebja Odair Pasqualini, escola inserida na Penitenciária Estadual de Ponta Grossa, exerce no sistema penitenciário paranaense, apresentando e analisando as relações entre educação escolar e ressocialização inseridas em um sistema penal. O referencial teórico utilizado tomou por base principalmente as reflexões de Michel Foucault, propondo-se analisar a política de educação carcerária desenvolvida nos presídios do Estado do Paraná em cumprimento ao disposto no artigo 205 da Constituição Federal de 1.988 e artigo 83 da Lei de Execução Penal – Lei 7.210 de 11 de julho de 1984, considerando como prioritária a percepção que a coordenação pedagógica e os professores possuem em relação a essa política pública desenvolvida pelo Estado; e como os educandos em cumprimento de pena na instituição avaliam a educação da qual fazem parte. Diante da parca produção acadêmica e da peculiaridade do tema relacionado a essa área de estudo, espera-se que esse trabalho possa colaborar com a pesquisa sobre a ressocialização carcerária e a instituição de políticas públicas próprias para a educação no cárcere.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A educaÃÃo prisional desponta como Ãrea em ascensÃo, devido ao grau de notoriedade que pouco a pouco vem ganhando espaÃo nas pesquisas e nos estudos direcionados à temÃtica. Propomo-nos a realizar uma investigaÃÃo com o objetivo geral de diagnosticar a oferta educacional no sistema prisional brasileiro, identificando dificuldades e suas potencialidades. Os objetivos especÃficos foram delineados para identificar o perfil socioeconÃmico dos gestores das unidades prisionais partÃcipes e discorrer sobre a infraestrutura das escolas. A metodologia utilizada consistiu, primeiramente, em efetivar a revisÃo da literatura especializada em documentos e sites oficiais da internet, como o do MinistÃrio da JustiÃa (MJ) e da EducaÃÃo (MEC). Em um segundo momento, revisamos os fundamentos legais da EducaÃÃo de Jovens e Adultos (EJA) no sistema prisional. Para tanto, efetivamos pesquisa do tipo levantamento (survey) nÃo-supervisionado, com a utilizaÃÃo de dois questionÃrios enviados pelo correio para um universo de 1.057 unidades prisionais de todo o Brasil, sendo um questionÃrio direcionado aos gestores e outro dirigido aos responsÃveis pelas escolas. Obtivemos taxa de retorno de 14,2%, que corresponde a 150 unidades prisionais partÃcipes. Dentre estas, consideraram-se vÃlidos para anÃlise os dados de 87 unidades prisionais (8,2% do total). Conforme os dados oriundos da pesquisa, a gestÃo das unidades prisionais caracteriza-se por ser uma funÃÃo preponderantemente exercida por homens, de cor branca e com nÃvel superior de escolaridade, geralmente com formaÃÃo na Ãrea de Direito. A maior parte dos gestores partÃcipes da pesquisa desconhece o Projeto Educando para a Liberdade, tornando evidente diminuta participaÃÃo nas atividades relacionadas ao referido projeto. A falta de espaÃo fÃsico para as aulas, o excesso e o rigor das regras internas de seguranÃa e a falta de material didÃtico sÃo os principais fatores a dificultar o fluxo normal das atividades educacionais. Por outro lado, evidenciamos que os gestores das unidades prisionais consideram a educaÃÃo como guia para a ressocializaÃÃo dos reclusos. O acompanhamento do trabalho dos professores pelas Secretarias Estaduais ou por ÃrgÃos equivalentes e o planejamento da oferta educacional potencializam, ambas, as atuaÃÃes dos docentes. As aÃÃes educacionais ofertadas no Ãmbito das unidades prisionais proporcionaram maior grau de conhecimentos por parte dos alunos reclusos, maior conscientizaÃÃo dos direitos e deveres enquanto recluso, menor agressividade e maior propensÃo em demonstrar solidariedade para com os demais encarcerados. Tais aspectos tornam claro que a formaÃÃo educacional pode contribuir para a plena reintegraÃÃo do preso à sociedade. Portanto, nÃo se trata de abonar vantagens nem regalias aos apenados, e sim oferecer-lhes e proporcionar-lhes um bem comum, que lhes à garantido constitucionalmente: a educaÃÃo.

Made available in DSpace on 2017-07-10T16:21:13Z (GMT). No. of bitstreams: 1 danielle_ reis.pdf: 7959719 bytes, checksum: bf06798c802e51d061b74ec81c98b683 (MD5) Previous issue date: 2015-08-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of this dissertation came from my concerns as a teacher of Criminal Unit, teaching Portuguese for private students of freedom in the form of Education of Young and Adult (EJA), always reflect on the theme of reading and worried me in how to motivate them a constant practice. The research topic was defined in reading the literary genre tale. Justify the choice of narrative, tale feature as a permanent dialogue with life. The tale excites and stimulates ideas in discussions. The research geral objective I propose is to (re)signification of reading stories to young people and adults deprived of freedom. How to (re)signified, I understand a new reading with positions and a meaning that goes beyond the text of the speech and interact with life and with others. Some questions guided this research: How to include in the pedagogical practices, sociointeractional reading conception as social practice? How to propose pedagogical practices that enable the student to (re)signify the story read? As from the reading of short stories motivate writing, giving voices to these students? Initially, I made a short theoretical base on literature as a human right, essential in the process of humanization of people, dialoguing with authors such as Candido (2004) and Cosson (2012). In theoretical basis, I sought to analyze the different conceptions of reading, based on Bakhtin (2003); Koch and Elias (2012); Sole (1998) and Geraldi (1997). As conception of reading to support both classes taught, as the analysis of these, I have chosen one sociointeractional and reading as a social practice design. For this purpose, the authors that dialogue are: Rojo (2004); Kleiman; Moita Lopes (1995) and Fairclough (2001). The research method focused on Applied Linguistics guidelines following a qualitative-interpretative approach. To this end, I performed a didactic intervention project in the perspective proposed by Gasparin (2012), in other words, the Plan for Teaching Work (PTD). Analysis of the classes was carried through my diary and student written productions. As a result, the application of lessons shows the voices of the students in both oral (in listening moments of his interpretations) as in times of writing in which students produce other stories, poems, phrases and illustrations. The students were able to (re)signify the reading of tales read in accordance with the relations established with their impressions of the world, as well as listening to their own colleagues and realizing that we can weave different understandings about what we read. Thus, students extend this continuity of meaning out of school sphere and this implies the reading as a social practice / O tema desta dissertação surgiu de minhas inquietações como professora de Unidade Penal, lecionando Língua Portuguesa para alunos privados de liberdade na modalidade de Educação de Jovens e Adultos (EJA). Inserida nesse contexto, reflito sempre sobre o tema da leitura e preocupo-me em como motivá-los a uma prática constante. Delimitei meu tema de pesquisa na leitura do gênero literário conto. Justifico a escolha pela narratividade, característica do conto, como diálogo permanente com a vida. O conto emociona e estimula discussões de ideias. O objetivo geral de pesquisa que proponho é a (re)significação da leitura de contos para jovens e adultos privados de liberdade. Como (re)significado, entendo uma nova leitura com posicionamentos e um significado que extrapole o discurso do texto e interaja com a vida e com as outras pessoas. Alguns questionamentos nortearam esta pesquisa: Como incluir, nas práticas pedagógicas, uma concepção sociointeracional da leitura como prática social? Como propor práticas pedagógicas que possibilitem ao aluno (re)significar o conto lido? Como, a partir da leitura dos contos, motivar a escrita, dando voz a esses alunos? Inicialmente, fiz um breve embasamento teórico sobre a literatura como direito humano, imprescindível no processo de humanização das pessoas, dialogando com autores como Candido (2004) e Cosson (2012). Na fundamentação teórica, busquei analisar as variadas concepções de leitura, baseando-me em Bakhtin (2003); Koch e Elias (2012); Solé (1998) e Geraldi (1997). Como concepção de leitura para respaldar tanto as aulas ministradas, como a análise dessas, elegi uma concepção sociointeracional e da leitura como prática social. Para tanto, os autores com que dialogo são: Rojo (2004); Kleiman; Moita Lopes (1995) e Fairclough (2001). O método de pesquisa centrou-se nas orientações da Linguística Aplicada, seguindo uma abordagem qualitativainterpretativista. Para tanto, realizei um projeto de intervenção didática na perspectiva proposta por Gasparin (2012), ou seja, o Plano de Trabalho Docente (PTD). A análise das aulas foi realizada por meio de meu diário de campo e das produções escritas dos alunos. Como resultado, a aplicação das aulas mostrou as vozes dos discentes tanto na oralidade (nos momentos de escuta de suas interpretações) como nos momentos de escrita em que os alunos produziram outros contos, poemas, frases e ilustrações. Os discentes puderam (re)significar a leitura dos contos lidos de acordo com as relações estabelecidas com suas impressões do mundo, assim como ouvindo os próprios colegas e percebendo que podemos tecer compreensões diferentes sobre o que lemos. Dessa forma, os alunos estendem essa continuidade de significados para fora da esfera escolar e isso implica na leitura como prática social.

MIRANDA, João Milton Cunha de. Educação de jovens e adultos: escola no cárcere e ressocialização de mulheres cearenses no regime semiaberto. 2016. 205f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-07-06T14:51:24Z No. of bitstreams: 1 2016_tese_jmcmiranda.pdf: 2080681 bytes, checksum: ea68bfdab664f9827a88eef02716c945 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-07-06T16:36:54Z (GMT) No. of bitstreams: 1 2016_tese_jmcmiranda.pdf: 2080681 bytes, checksum: ea68bfdab664f9827a88eef02716c945 (MD5) / Made available in DSpace on 2016-07-06T16:36:54Z (GMT). No. of bitstreams: 1 2016_tese_jmcmiranda.pdf: 2080681 bytes, checksum: ea68bfdab664f9827a88eef02716c945 (MD5) Previous issue date: 2016 / Este estudo objetiva entender a contribuição da Educação de Jovens e Adultos para a ressocialização de mulheres, condenadas a privação de liberdade em regime semiaberto, participantes das atividades do Projeto Aprendizes da Liberdade, no Centro de Educação de Jovens e Adultos Professor Gilmar Maia de Sousa. A base teórica que subsidiou a tese foram as categorias conceituais de Ressocialização, Educação de Jovens e Adultos e Educação Prisional. Fundamentou-se nas reflexões dos autores: Di Pierro (2008), Makarenko (1985, 2005), Veronese (1997), Gadotti (1999), Freire (2003, 2011), Andriola (2008, 2009, 2010,2011), Aguiar (2009), Julião (2009, 2010), Foucault (2010), Ribeiro (2011), Minayo (2010), dentre outros. A pesquisa foi de cunho qualitativo, do tipo descritiva e explicativa, com delineamento de Estudo de Caso. Para a coleta de informações, contudo, se recorreu ao emprego de estudos documentais, grupos focais e de entrevistas não estruturadas, identificando as categorias analíticas no discurso das alunas; professores, gestores da unidade escolar; sistema penitenciário e da execução penal; para apreender o significado e os resultados do processo educativo formal na ressocialização de mulheres reeducandas, como política pública de execução penal, à luz da análise teórica e descritiva da base legal da Educação de Jovens e Adultos. A exclusão existe na história de vida das pessoas presas antes da experiência prisional. A condenação em regime fechado, nas condições atuais do sistema penitenciário, acresceu o estigma social de presidiárias, negando-lhes, ilegalmente, as condições necessárias para a plena reinserção social, durante o cumprimento da pena. A análise da experiência educacional pesquisada aponta para indicadores institucionais de progressão e certificação de estudos pouco significativos para precisar essa contribuição no contexto de prática social de reinserção, em parte, justificada pelo curto espaço de tempo para o cumprimento da pena em regime semiaberto. O resultado mais significativo é a redução da população carcerária e a possibilidade de acesso ao ambiente escolar, ao convívio social e familiar como estratégias de ressocialização.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-28T18:39:30Z No. of bitstreams: 1 2014 - Rafael Pitwak Machado Silva.pdf: 2946728 bytes, checksum: 3f8cd73116dbeb6ea8ad67011ebdcff0 (MD5) / Made available in DSpace on 2017-06-28T18:39:30Z (GMT). No. of bitstreams: 1 2014 - Rafael Pitwak Machado Silva.pdf: 2946728 bytes, checksum: 3f8cd73116dbeb6ea8ad67011ebdcff0 (MD5) Previous issue date: 2014-03-27 / The Regulation of the Federal Prison System, approved by Decree n? 6049 of February 27, 2007, provides in its structure, an Division of Rehabilitation responsible for several assists designed to meet a standard of treatment Penitentiary. Among them, the Educational Assistance has as provide attribution, middle, and high school vocational also develop several Federal programs that provide for the rehabilitation of the inmate and the redemption of his pen. With regard to this latter, the Redemption by Reading Project, established by Joint Ordinance N?. 276 of 20 June 2012, intends, addition to encouraging the reading of literary works and the elaboration of reviews, make redemption from the penalty of possible kept in a closed regime (Article 2? of the Joint Ordinance). In order to e'valuate the referred project, we conducted this study in the Federal Penitentiary in Porto Velho - RO, maximum security prison institution, with about 120 inmates, mostly do not possess the basic or secondary education. This penal institution pedagogical staff prepared under the project, a "Guide for Preparation of Reviews" to guide inmates. As theoretical reference the Theory of Transactional Distance Michael Moore, we analyzed the responses to a questionnaire assessing the project of a small sample of inmates. Its objective was to contribute to the improvement of project in the Federal Penitentiary in Porto Velho (RO). / O Regulamento do Sistema Penitenci?rio Federal, aprovado pelo Decreto n? 6049 de 27 de fevereiro de 2007, prev?, em sua estrutura, uma Divis?o de Reabilita??o respons?vel por assist?ncias diversas que visam atender um padr?o de Tratamento Penitenci?rio. Dentre elas, a Assist?ncia Educacional tem como atribui??o oferecer ensino fundamental, m?dio, profissionalizante e tamb?m desenvolver diversos Programas Federais que preveem a reesocializa??o do detento e a remi??o de sua pena. No que se diz respeito a esta ?ltima, o Projeto Remi??o Pela Leitura, institu?do pela Portaria Conjunta n? 276 de 20 de junho de 2012, pretende, al?m de incentivar a leitura de obras liter?rias e a elabora??o de resenhas, tornar poss?vel a remi??o da pena do custodiado em regime fechado (artigo 2? da Portaria Conjunta). Com a finalidade de avaliar o referido Projeto, realizamos este estudo na Penitenci?ria Federal de Porto Velho - RO, institui??o prisional de seguran?a m?xima, com aproximadamente 120 detentos que, em sua maioria, n?o possuem o ensino fundamental nem m?dio. Nesta institui??o penal a equipe pedag?gica preparou, no ?mbito do Projeto, um "Guia de Elabora??o de Resenhas" para orientar os detentos. Tendo como referencial te?rico a Teoria da Dist?ncia Transacional de Michael Moore, analisamos as respostas dadas a um question?rio de avalia??o do Projeto por uma amostra reduzida de detentos. Seu objetivo foi contribuir para o aperfei?oamento do Projeto na Penitenci?ria Federal de Porto Velho (RO).

This thesis portfolio presents an autoethnographic account of a prison educator engaged in a research project that explores creative approaches to arts, prison education, work and training in custodial settings. The position of the researcher is located in-between and across professional practices including arts in prisons, prison education, work and training environments, which have conflicting agendas that, nevertheless, share the same institutional space. Policymakers and management bodies regulating these professional practices expect education and training to contribute to reducing reoffending. Procedurally, the research process was precariously balanced between, on the one hand, performing to measures of quality based on the requirement to reduce recidivism, and on the other, crude outcome measures driven by a utilitarian marketization of prison education that includes course completion rates calculated on the basis of minimum contact time. This broader context created an uncertain and constantly shifting context for the research, which began with my search for an effective creative practice in a Performing Arts Department (PAD) and ends in a Functional English classroom (FEC). Conceptually, the research draws on the What Works debate (McGuire, 1995; Brayford et al. 2010), which continues to create a disjuncture between policy and implementation resulting from unrealistic assumptions that arts and education programmes in prison might prevent reoffending, with evidence relying solely upon randomisation, reductive causation and numerical calculation. It also draws on desistance theory (Maruna, 2001; McNeil, 2006), which argues that desistance from crime can be understood as an indirect process, rather than an event. From an examination of my efforts to implement and develop creative approaches to education via autoethnographic tools, including fictional performative writing, I argue two main points. Firstly, the autonomy required by the creative prison educator engaged in an advanced research project re-positions the professional in a particular relationship with the bewildering processes of power, protectionism and performance management in the criminal justice system. Secondly, and as demonstrated through fictional performative writing, I argue that research methods engaging voices from the frontline of educational environments, can reveal seemingly small details relating to the challenges and possibilities of creative education in prisons that, nonetheless, have significant implications for developing productive and innovative approaches to desistance from crime. Moreover, from this grounded, yet restricted position, I speculate how such approaches might extend both creativity and creatively beyond the validation of this doctorate qualification.

Computer Science is an increasingly important topic in K-12 education. Ever since the "computing crisis" of the early 2000s, where enrollment in CS dropped by over half in a five year span, increasing research has gone into improving and broadening enrollment in CS courses. Research shows the importance of introducing CS at a young age and the need for more exposure for younger children and young adults alike in order to work towards equity in the field. While there are many reasons for disinterest in CS courses, studies found one reason young adults do not want to study CS is a perception of it being tedious and lacking opportunities for creativity. Making more creative assignments is one way to try and engage more students who may not feel like stereotypical computer scientists. This thesis focuses in on the effects of creative choice in CS curriculum on students' self-efficacy, engagement/preferences, and performance. It aims to capture the effects of creative choice on a range of K-12 students of varying demographics in order to make CS more accessible for everyone. The first half of the thesis experimentally validates the effects of creative choice in existing 5th grade CS classes. We created two variants of worksheets for the students - creative worksheets and rigid worksheets. After distributing these worksheets, surveys, and quizzes, we found students still feel a sense of ownership with limited versions of creative choice and benefit from a blend of creative and rigid instructions. In addition, student performance was not affected by our different treatments. The second half of the thesis adapted and launched the fifth grade curriculum to a new demographic, teaching the course to Juvenile Hall students. Student surveys and reports from their teacher showed this class had a positive impact and was well received by students and staff. We found students would prefer a longer class next iteration, as this one only extended five weeks. Future work will be needed to experimentally evaluate the specific impact of creative choice in this new demographic.

Prisoners constitute one of the most marginalized groups of society and prison education as a field remains under-researched and under-theorized (Szifris et al., 2018). Regarding European policy documentation it “has been surprisingly invisible” (Czerniawski, 2016, p. 202). This thesis seeks to contribute to the field of prison education policy research. It critically examines prison education documents of the UK, Norway and Ireland. The theoretical framework draws from critical theory, critical discourse analysis (CDA), critical pedagogy and critical adult education as well as neoliberalism in education. CDA serves hereby both as theory and method that allows us to uncover the different ideologies and assumptions underlying the documents.  The research suggests that the policy document of the UK follows a neoliberal and narrow approach to education where the value of education is exhausted by the fact that it can fill workplace shortages. Further, prisoners are portrayed one-sided with being an offender as the main characteristic. On the other hand, Norway and Ireland represent prisoners as persons with different backgrounds, needs and feelings. Both reflect notions of critical pedagogy and critical adult education thus emphasizing the importance of fostering critical thinking through education and education for personal development. Further, it stresses the alleviating function of education in prison. However, in the Norwegian document the language remains unassertive when it comes to the applicability of the right to education to foreign prisoners in Norwegian prisons. The Irish document leaves unclear from which perspective their objectives and concepts in education are considered. Additionally, the thesis also critically discusses the need for a wide curriculum in prison, perceptions of self-responsibility and problematizes the over-reliance on measurement in education.