E-learning incarcerated: the social and cultural context of mobile and digital learning in Queensland correctional centres

E-learning incarcerated: the social and cultural context of mobile and digital learning in Queensland correctional centres

Projects which extend information and communications technology for prisoner education face challenges which go beyond ICT issues and relate to the social, cultural and affective climate of correctional centres. This paper has developed out of the recent trial of new mobile learning technologies including internet-independent e-readers loaded with Tertiary Preparation Program course content within five Queensland Correctional Centres. Through the application of critical theories within the sociology of education it suggests, however, technology alone cannot enhance learning unless it is embedded within a learning program which takes account of the student-prisoner's need for positive social exchange, reflection, self-growth, identity, purpose, meaning and autonomy.
While the internet and its digital cultures may carry connotations of connectedness, openness, fluidity and reinvention, incarcerated adult distance education students still confront many more traditional barriers to full participation. The challenge is to ensure incarcerated students are not left behind in this digital age and to balance institutional priorities such as order and security against opportunities for authentic, current, relevant and transformative learning experiences. One partial solution may be to include the prisoners themselves as co-researchers and co-producers of content in the design of digitised learning programs for incarcerated students.

No part of this publication may be reproduced in full or in part without the permission of the 11th Biennial ACEA Conference Committee. Workshop no. 14.