Understanding Incarcerated Education: A Review of the Digital and Gender Inequality Impacts of Accessibility and Inclusivity of Higher Education for Incarcerated Students

Bianca R. Parry PhD, University of PretoriaFollow

Author ORCID Identifier

https://orcid.org/0000-0001-9937-9046

Keywords

Higher education, incarceration, women, students, digital education, Global South

Abstract

Education in the correctional environment is endorsed as an effective rehabilitative tool linked to reducing recidivism and improving reintegration. Unfortunately, while researchers from the Global North are particularly active on the subject of the accessibility of digital education in corrections, the same cannot be said for the Global South. Of further concern is that few of the studies conducted have focused specifically on incarcerated women’s access to education. As discussed in the literature review to follow, research regarding higher education in corrections has the potential for expanding academics, stakeholders, and policy makers understanding of incarcerated students’ pathways towards education attainment. Using an intersectional feminist framework, I argue that there is a need for further research on Global South and gender responsive perspectives on carceral education. Research on the topic can identify opportunities offered and challenges faced, as well as the possible implications for students broader societal functioning post-release.

Author Bio

Dr. Bianca Rochelle Parry is the Programme Director for Research at the Centre for Mediation in Africa (CMA) at the University of Pretoria in South Africa. As a National Research Foundation (NRF) Y2 rated researcher, she has published widely on the lived experiences of marginalised and vulnerable communities in South African society, with a specific concentration on women and gender.