Learning Behind Bars: Exploring Prison Educators’ Facilitation of Inmates’ Self-directed Learning through Garrison’s Model

Formal education programs in prisons have had success in reducing recidivism, but the introduction of informal learning can have additional benefits and longer lasting effects. This paper addresses recidivism and its effects on inmates and society at large and how prison educators can facilitate self-directed learning in prisons through Garrison’s model. On any given day more than 2 million people are incarcerated in the United States. Within three years of their release, 67% of them are rearrested among which 52% are reincarcerated (Bureau of Statistics, 2011). This re-offensive behavior is known as recidivism. Recidivism costs taxpayers almost $60 billion a year (Bureau of Statistics, 2011). Internal violence, overcrowding, poor medical and mental health care, and numerous other failings plague America's 5,000 prisons and jails. Ninety-five percent of inmates are eventually released back into society, ill-equipped to lead productive lives (Bureau of Statistics, 2011). The effect of prison or jail sentences on recidivism concerns public safety and the cost-effectiveness of putting convicted offenders back in prisons. Opinions are divided between those advocating longer sentences in the interest of public safety and those advocating shorter sentences with the assumption that incarceration, or longer prison terms, will not reduce recidivism rates (Song & Lieb, 1993). Formal education programs have been successful in preparing inmates to find employment and be self-sufficient when they are released from prison (Boucouvalas & Pearse, 1985). However, not much has been written about informal learning programs that are also helpful in reducing recidivism (Day, 1998). The concept of self-directed learning, wherein an individual takes the initiative and responsibility for their own learning (Knowles, 1975), can be a potentially important factor in reducing recidivism. Inmates as a group of adult learners can benefit greatly from the incorporation of self-directed learning in prisons. Self-directed learning can be a great tool for prison administrators. It involves inmates in selecting, managing, and assessing their own learning activities, which can be pursued at any time, in any place, through any means, at any age (Brookefield, 1984). Self-directed learning is a central concept in the practice of adult learning. Garrison (1997) proposed a three-part interrelated self-directed learning model: self-management, self-monitoring, and motivation. These concepts focus on resource use, learning strategies, and motivation. Helping learners take responsibility for their own learning by proactively using resources available to them and collaborating with other individuals will greatly encourage inmates to improve their lives. After they are released from prison, they will feel confident about making an honest life for themselves which, in turn, will potentially help reduce recidivism (Warren, 2007). Correctional educators have worked for years, based on the belief that learning not only provides hope and an avenue for change, but that it also reduces the likelihood of future crime. The purpose of this paper is to explore how prison educators’ facilitation of self-directed learning, using Garrison’s model to help inmates take control of their own learning, potentially