Reimagining Prison Education: Incarcerated Individuals' Reflections on Education, Themselves, and the Digital World

Abstract

This descriptive action research study uses Transformative Learning Theory as a lens to view incarcerated education from the perspective of incarcerated individuals (I/Is). Data was collected from 19 participants using individual and focus group semi-structured interviews. The data analysis captured the voices and viewpoints of I/Is regarding education and learning, along with their reflections on themselves as they participated in prison education programs. The research process yielded a description of detailed affordances and constraints of the prison education system. Given that I/Is are not allowed access to the open Internet in any setting while in prison, this study examined I/Is impressions of the digital world and documented their knowledge, misconceptions, and fears about it. Data analysis captured the learners’ desire to learn digital literacies to support job searching, information seeking, communication, health management, and other necessities managed entirely online. By examining I/Is’ identities and navigation through prison education using a persona analysis, this research identified three persona types that detail how I/Is navigate prison education programs. A deeper dive into the persona analysis revealed how the design of education programs can motivate learning and lead to the evolution of I/Is’ future goals for themselves. The thematic analysis offered nine themes and a nine-part action plan with specific recommendations drawn from the research. In line with action research, these action plans will be shared with the community college that oversees the education programming along with prison leadership where data was collected to advocate for and encourage critical reflection and transformative change.