This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and ‘rehabilitative’ factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of ‘participatory parity’, the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology.
Author(s): Kitty te Riele, Tim Corcoran, Fiona MacDonald, Alison Baker, Julie White
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 278
City: Cham
Foreword
References
Contents
About the Authors
List of Figures
List of Tables
Chapter 1: Education, Youth Justice and Social Justice
Rights-Based Perspectives
Education as Both a Risk Factor and a Protective Factor
Risk
Protection
Practical Resources
Access to Education in Youth Justice
Social Justice as a Powerful Framework
Social Justice in Education
Applying Fraser’s Framework of Social Justice to Education in Youth Justice
Specific Conceptual Tools Provided by Fraser
Overview of the Book
The Empirical Research Projects
Chapters in the Book
References
Chapter 2: Setting the Scene: Context and Concerns
Overview of Youth Justice in Australia and Victoria
Specific Initiatives
Education Justice Initiative
Youth Control Orders
Intensive Bail Support
Youth Justice Centres
Young People in Custody
Aboriginal and Torres Strait Islanders
Culturally and Linguistically Diverse Backgrounds: African and Pasifika Heritage
Cultural and Community Connections
Disability
Minority Groups
Education in Custody
Changing Discourses about Youth Crime
Response to Disturbances
Human Rights
Reform for a System in Crisis
A New High Security Youth Justice Centre
Conclusion
Notes
References
Chapter 3: The Nature of Education Provided in Youth Custody
Perceptions of Education in Youth Justice
Community Attitudes towards Students in Custody
Values and Views within Parkville College
Four Key Questions about the Nature of Educational Provision in Youth Custody
What Are the Adult Expectations for Learning by these Young People?
How Are the Learning Needs and Interests of Young People Identified and Addressed?
Knowing Students Well
Relationships
Building Confidence
What Curriculum Is Provided and Why?
Content and Qualifications
Timetabling and Timings
Differentiation
How Are Post-Custody Pathways Envisaged, Planned and Enacted?
The Value of Transition Support
Planning while in Custody
Challenges in Securing a Post-Custody School Enrolment
Post-Release Support
Opportunities and Challenges for Distribution
References
Chapter 4: Security Versus Education
A Brief History
Physical Spaces
Fortification
Classroom Spaces
Movement
Escorting
Transience
Time
Waiting
Learning Resources
Material Resources
Information and Communications Technology
Conclusion
References
Chapter 5: Valuing Difference
Affirmative and Transformative Relationalities
Framing Status
Addressing Parity
Relational Orientation of Parkville College
Care
Inclusion
Transformation
Knowing/Being/Enacting Difference
Aboriginal and Torres Strait Islander Youth
Young People Living with Disability
Girls and Young Women
Where Value Resides
References
Chapter 6: Voice and Silence
The Politics of Voice and Participation
On Voice
On Silence
Conditions that Support Young People’s Voices in Custody
Structures for Students to Be Heard
Creating the Conditions for Voice: Relationality and Care Ethics
‘Calm, Consistent, Persistent’: Building Relationships Imbued with Trust, Care and Dedication
On Listening, on Change
Conclusion
References
Chapter 7: Possibilities for Socially Just Education in Youth Custody
Distribution
Support Learning and Hold High Expectations
Provide High-Quality Curriculum and Strong Post-custody Pathways
Provide Appropriate Learning Resources and Spaces
Make Good Use of Time
Focus on Best Interest Principles
Recognition
Recognition Through Relations
Care for Students
Include Students
Transform Future Opportunities
Knowing, Being and Enacting Difference
Indigenous Youth
Young People Presenting with Disability
Girls and Young Women
Social Status and Recognition
Representation
Recognise Silence as a Call to Action
Create Conditions for Voice: Provide Structures for Students to Be Heard
Create Conditions for Voice: Build Relationships of Trust, Care and Dedication
Listen to Young People
Parity of Participation
Implications for Education in Youth Justice
References
Index
