Educators of inmates: reflections on a five-day Reading-for-Meaning workshop

Abstract

Background: The Department of Correctional Services recognises the urgent need to improve access to rehabilitation programmes, to prepare for successful reintegration into society. Despite many correctional services policy documents stating that every child has a right to education, professional development courses have not been offered to educators of inmates. Objectives: Using Vygotsky’s and Bandura’s theories we explored the learning experiences of educators of inmates using innovative Reading-for-Meaning literacy pedagogical practices. Our objective was for the educators to challenge the inmates’ world views about solving problems, thereby attempting to reduce the recidivism rates in South Africa. Method: This study used an interpretive paradigm, a qualitative approach, and a case study design. Pre- and post-questionnaires were used to collect data from 58 educators of prisoners, of whom 44 educators completed the post-questionnaire. Results: The findings indicated that these educators learned from each other, were challenged to view problems from different perspectives, and developed critical thinking skills. These mind shifts motivated them to adapt the literacy strategies modelling the appropriate processes to suit the needs of the inmates. Conclusion: Professional development courses are imperative for all 21st-century educators working in prisons to improve their pedagogical content and knowledge abilities. These educators reflected on how their self-confidence and self-efficacy had developed after attending this short course. Contribution: If South African prison services are committed to reducing the recidivism rates in prisons, it is imperative to provide professional development courses to keep educators’ technical, pedagogical, and content knowledge current.