Democracy in Prison and Prison Education

• NCJ Number: 185454
• Journal: Journal of Correctional Education Volume: 51 Issue: 3 Dated: September 2000 Pages: 306-310
• Author(s): Carolyn Eggleston; Thom Gehring
• Date Published: September 2000
• Length: 5 pages
• Publication Format: Article
• Publication Type: Issue Overview
• Language: English
• Country: United States of America
• Note: Paper presented at the EPEA Conference in Athens, Greece, October 1999.

Annotation

This concept paper on the application of democratic methods in prison/correctional education (CE) establishes a context for the topic, reviews relevant historical issues, highlights contributions by major CE/prison reformers, and identifies central principles; it intends to facilitate further inquiry.

Abstract

The central attributes of democracy are participatory decision making and freedom of choice; therefore, it is often assumed that the democratic method is antithetical to the coercive prison milieu. This assumption is accurate with regard to most corrections practice; however, corrections theory, literature, and history indicate that the democratic method is a proven educational intervention strategy that can interrupt nonsocial or antisocial behavior and help develop social attitudes. There are three basic models for this intervention: the democratically managed classroom in the prison, the democratic school enclave within the institution, and management of the entire institution according to democratic principles. All three models are specific strategies that require disciplined effort and accountability. The aim of the classroom model is to allow inmate students to have some say over their own learning and help them begin to have control over their lives. The purpose of the enclave model is to establish a democratic/educational community that contrasts with other institutional components. The objective of the entire institution model is to transform the prison into a school, which can develop better citizens instead of better prisoners. The literature suggests several central principles that regulate the success of democratic methods in CE. First, the leader must have a strong personality that can manage the risks associated with the democratic style of management. Second, inmates in a democratic environment are likely to express their highest threshold of development. Third, a democratic environment gives inmates a sense that they are trusted to make positive choices. Fourth, the expansion of freedom/responsibility apparently increases motivation and readiness to learn. 16 references