Penitentiary institutions can be seen as «cognitive systems». Thus they can be seen as source of learning for prisoners. Such systems manage learning actions that take place inside the prison for the transfer of knowledge (classrooms, laboratories etc.) aimed at solving gaps of knowledge and often leading to formal certifications. On the other hand penitentiary institutions can give value to the knowledge they possess themselves through learning actions that are managed – intentionally or not - by any individuals living therein. Knowledge they possess is in terms of relations, routine assignments, personal culture and beliefs, values, procedures. Learning for prisoners is affected also by all of these components. These latter ones do also affect blended learning, the way it is structured, formalised and made available for prisoners (authorisation needed to enter the classroom, use the internet connection, define the duration of PC’use etc.). From a pedagogical point of view the design, activation and management of rehabilitation processes on an individual level refers to the creation of wide opportunities for personal growth and learning for inmates, in and outside prison. Prisoners can grow, reflect on their personal life and expectations for the future by being part of different learning opportunities, like the formal and blended, non-formal, informal, ‘embedded’ ones.

Torlone, F., & Marios, V. (a cura di). (2016). Innovative learning models for prisoners. Firenze : Firenze University Press.

Innovative learning models for prisoners

Torlone, Francesca;
2016

Abstract

Penitentiary institutions can be seen as «cognitive systems». Thus they can be seen as source of learning for prisoners. Such systems manage learning actions that take place inside the prison for the transfer of knowledge (classrooms, laboratories etc.) aimed at solving gaps of knowledge and often leading to formal certifications. On the other hand penitentiary institutions can give value to the knowledge they possess themselves through learning actions that are managed – intentionally or not - by any individuals living therein. Knowledge they possess is in terms of relations, routine assignments, personal culture and beliefs, values, procedures. Learning for prisoners is affected also by all of these components. These latter ones do also affect blended learning, the way it is structured, formalised and made available for prisoners (authorisation needed to enter the classroom, use the internet connection, define the duration of PC’use etc.). From a pedagogical point of view the design, activation and management of rehabilitation processes on an individual level refers to the creation of wide opportunities for personal growth and learning for inmates, in and outside prison. Prisoners can grow, reflect on their personal life and expectations for the future by being part of different learning opportunities, like the formal and blended, non-formal, informal, ‘embedded’ ones.
978-88-6655-923-8
Torlone, F., & Marios, V. (a cura di). (2016). Innovative learning models for prisoners. Firenze : Firenze University Press.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11365/1069707