Literaturnachweis - Detailanzeige
| Autor/inn/en | Delaere, Giovanni; De Caluwé, Sophie; Clarebout, Geraldine |
|---|---|
| Titel | Prison Education and Breaking through the Walls in Flanders: The Motivational Orientations of Long-Term Prisoners |
| Quelle | In: Journal of Correctional Education, 64 (2013) 2, S.2-21 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0740-2708 |
| Schlagwörter | Correctional Education; Correctional Institutions; Institutionalized Persons; Learning Motivation; Males; Student Educational Objectives; Educational Needs; Educational Policy; Likert Scales; Participant Characteristics; Foreign Countries; Adult Education; Belgium |
| Abstract | As in some other countries, in Belgium, prisoners retain their right to legal citizenship and education, offering them a stepping-stone to social reintegration. Indeed, the deprivation of freedom measure does not involve a denial of human rights. Although prisoners can subscribe to formal educational programs, these often do not correspond to the personal aspirations of prisoners (Regelbrugge, 2002). In order to gain more insight into the motivation of prisoners, this exploratory study aims to investigate prisoners' motivational orientations to follow an educational program. Participants were Flemish long-term male prisoners. Results reveal that prisoners have a specific goal they want to reach (e.g., to heighten their status). Additionally, it was found that prisoners with an avoidance posture seek more social contact through prison education, or vice versa. Finally, it was found that prisoners are aware of their social distinction from the rest of society. These research results may be relevant to prisoners, policy makers, and education providers in prisons. (As Provided). |
| Anmerkungen | Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 443-459-3080; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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