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Children’s education in secure custodial settings: Towards a global understanding of effective policy and practice

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  • ahmed Shafi, Adeela
  • Little, Ross
  • Case, Stephen

Abstract

This unique editorial paper is one of the first that discusses the education of incarcerated young people in an international education journal. We review the eleven papers in the Special Issue on children’s education in secure custodial settings to provide key insights with the aim of moving towards a global understanding of what effective policy and practice may look like. In examining the range of cross-disciplinary papers from a range of different cultural contexts including the UK, Germany, UAE, US, Nigeria and South Africa, we are able to illuminate some of the commonalities in the education of young people who are incarcerated as well as some of the background characteristics – many of which are strikingly similar. We employed the ideas of the bio-socio-ecological systems model to explore the proximal and distal systems that interact to affect the educational experiences of the young people. These included at the microsystemic level the importance of relationships in engaging the young people with education and learning and that, the relationships between the key actors (mesosystem) as well as the importance of effective leadership (exosystem) were critical elements in improving the experience of education in custodial settings. But rather predictably, the structural disadvantages (macrosystem) that young people who come into contact with youth justice face and how these are not appropriately addressed that came into sharp focus, possibly because many countries take a punitive approach to youth offending. We argue that there are things that can be done at each systems level but that in order to make the changes to genuinely improve the lives of these young people, we make a bold call upon the global community (macrosystem), through the UNCRC to challenge themselves for a radical overhaul of youth justice approaches which put the child as child first and offender second in order to meet the commitment in Article 28.

Suggested Citation

  • ahmed Shafi, Adeela & Little, Ross & Case, Stephen, 2021. "Children’s education in secure custodial settings: Towards a global understanding of effective policy and practice," International Journal of Educational Development, Elsevier, vol. 82(C).
    • Handle: RePEc:eee:injoed:v:82:y:2021:i:c:s0738059321000328
    DOI: 10.1016/j.ijedudev.2021.102379
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    References listed on IDEAS

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    1. Brookes, Lorna & Frankham, Jo, 2021. "The hidden voices of children and young people with a parent in prison: What schools need to know about supporting these vulnerable pupils," International Journal of Educational Development, Elsevier, vol. 81(C).
    2. Rivera, Rebecca E., 2020. "Identifying the practices that reduce criminality through community-based post-secondary correctional education," International Journal of Educational Development, Elsevier, vol. 79(C).
    3. Flores, Jerry & Barahona-Lopez, Kati & Hawes, Janelle & Syed, Neha, 2020. "High points of learning behind bars: Characteristics of positive correctional education experiences for incarcerated girls," International Journal of Educational Development, Elsevier, vol. 77(C).
    4. Atilola, Olayinka & Abiri, Gbonjubola & Adebanjo, Eniola & Ola, Bolanle, 2021. "The cross-cutting psychosocial and systemic barriers to holistic rehabilitation, including educational re-engagement, of incarcerated adolescents: Realities in and perspectives from Africa," International Journal of Educational Development, Elsevier, vol. 81(C).
    5. Case, Stephen & Hazel, Neal, 2020. "Child first, offender second – A progressive model for education in custody," International Journal of Educational Development, Elsevier, vol. 77(C).
    6. ahmed Shafi, Adeela, 2020. "The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK," International Journal of Educational Development, Elsevier, vol. 76(C).
    7. Patrick Williams & Becky Clarke, 2018. "The Black Criminal Other as an Object of Social Control," Social Sciences, MDPI, vol. 7(11), pages 1-14, November.
    8. Nkoana, Winnie & Williams, Huw & Steenkamp, Nina & Clasby, Betony & Knowler, Helen & Schrieff, Leigh, 2020. "Understanding the educational needs of young offenders: A prevalence study of traumatic brain injury and learning disabilities," International Journal of Educational Development, Elsevier, vol. 78(C).
    9. Andow, Caroline, 2020. "The institutional shaping of children’s educational experiences in secure custody: A case study of a secure children’s home in England," International Journal of Educational Development, Elsevier, vol. 77(C).
    10. Litz, David & Hourani, Rida Blaik & Scott, Shelleyann, 2020. "Leadership challenges in an educational program at a UAE juvenile detention center: A contextual analysis," International Journal of Educational Development, Elsevier, vol. 76(C).
    11. Koenig, Karsten & Knospe, Yvonne, 2021. "Learning walks as a chance of reintegration for young offenders in three countries of Central Europe: Belgium, France, and Germany," International Journal of Educational Development, Elsevier, vol. 80(C).
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    Cited by:

    1. Krzysztof Kafarski & Jan K. Kazak, 2022. "Erasmus Staff Mobility in the Building of a European Network: The Case of a Central European University," Sustainability, MDPI, vol. 14(9), pages 1-15, April.

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