Despite the importance of education, there persists a constant and consistent failure of current and former offenders. Statistically, compared to the national average, a disproportionate number underachieve. Without hope for a better future, the overwhelming majority face diminished life opportunities; marginalised and disadvantaged individuals are drawn together through complex and multifaceted personal, social and political circumstances. Over the previous three decades, the term subculture has become a more fluid and diverse concept. Used in a much broader context, subculture research and inquiry examine the lifestyle choices, customs, values, and consumption patterns of individuals, groups, and countercultures who deviate from traditional social patterns, modes of living, and behaviours. From a postmodernist viewpoint, they are dynamic and interpersonal hubs that provide ontological gratification, satisfaction, and emotional attachment. Rather than viewing the types of non-conventional learning that offenders experience in subcultures in derogatory and harmful terms, this article will highlight and explore how non-normative principles and paradigms associated with criminal subcultures can be used to structure teaching pedagogy and practice in a teaching and learning context. The transformative potential of education to support and mentor offenders toward desistance, rehabilitation, and broader social inclusion will be discussed and analysed. By creating a positive and negotiated learning space, I will tell the stories of how the research participants were supported into meaningful and productive pathways.
| Published in | Innovation (Volume 3, Issue 4) |
| DOI | 10.11648/j.innov.20220304.14 |
| Page(s) | 106-122 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Transformative, Education, Offender [s], Subculture [s], Rehabilitation, Desistance
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APA Style
Colin O’Connor. (2022). Redefining Offender Pedagogy: Promoting Participatory and Transformative Learning in a Teaching and Learning Context. Innovation, 3(4), 106-122. https://doi.org/10.11648/j.innov.20220304.14
ACS Style
Colin O’Connor. Redefining Offender Pedagogy: Promoting Participatory and Transformative Learning in a Teaching and Learning Context. Innovation. 2022, 3(4), 106-122. doi: 10.11648/j.innov.20220304.14
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Download@article{10.11648/j.innov.20220304.14,
author = {Colin O’Connor},
title = {Redefining Offender Pedagogy: Promoting Participatory and Transformative Learning in a Teaching and Learning Context},
journal = {Innovation},
volume = {3},
number = {4},
pages = {106-122},
doi = {10.11648/j.innov.20220304.14},
url = {https://doi.org/10.11648/j.innov.20220304.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.innov.20220304.14},
abstract = {Despite the importance of education, there persists a constant and consistent failure of current and former offenders. Statistically, compared to the national average, a disproportionate number underachieve. Without hope for a better future, the overwhelming majority face diminished life opportunities; marginalised and disadvantaged individuals are drawn together through complex and multifaceted personal, social and political circumstances. Over the previous three decades, the term subculture has become a more fluid and diverse concept. Used in a much broader context, subculture research and inquiry examine the lifestyle choices, customs, values, and consumption patterns of individuals, groups, and countercultures who deviate from traditional social patterns, modes of living, and behaviours. From a postmodernist viewpoint, they are dynamic and interpersonal hubs that provide ontological gratification, satisfaction, and emotional attachment. Rather than viewing the types of non-conventional learning that offenders experience in subcultures in derogatory and harmful terms, this article will highlight and explore how non-normative principles and paradigms associated with criminal subcultures can be used to structure teaching pedagogy and practice in a teaching and learning context. The transformative potential of education to support and mentor offenders toward desistance, rehabilitation, and broader social inclusion will be discussed and analysed. By creating a positive and negotiated learning space, I will tell the stories of how the research participants were supported into meaningful and productive pathways.},
year = {2022}
}
TY - JOUR T1 - Redefining Offender Pedagogy: Promoting Participatory and Transformative Learning in a Teaching and Learning Context AU - Colin O’Connor Y1 - 2022/12/27 PY - 2022 N1 - https://doi.org/10.11648/j.innov.20220304.14 DO - 10.11648/j.innov.20220304.14 T2 - Innovation JF - Innovation JO - Innovation SP - 106 EP - 122 PB - Science Publishing Group SN - 2994-7138 UR - https://doi.org/10.11648/j.innov.20220304.14 AB - Despite the importance of education, there persists a constant and consistent failure of current and former offenders. Statistically, compared to the national average, a disproportionate number underachieve. Without hope for a better future, the overwhelming majority face diminished life opportunities; marginalised and disadvantaged individuals are drawn together through complex and multifaceted personal, social and political circumstances. Over the previous three decades, the term subculture has become a more fluid and diverse concept. Used in a much broader context, subculture research and inquiry examine the lifestyle choices, customs, values, and consumption patterns of individuals, groups, and countercultures who deviate from traditional social patterns, modes of living, and behaviours. From a postmodernist viewpoint, they are dynamic and interpersonal hubs that provide ontological gratification, satisfaction, and emotional attachment. Rather than viewing the types of non-conventional learning that offenders experience in subcultures in derogatory and harmful terms, this article will highlight and explore how non-normative principles and paradigms associated with criminal subcultures can be used to structure teaching pedagogy and practice in a teaching and learning context. The transformative potential of education to support and mentor offenders toward desistance, rehabilitation, and broader social inclusion will be discussed and analysed. By creating a positive and negotiated learning space, I will tell the stories of how the research participants were supported into meaningful and productive pathways. VL - 3 IS - 4 ER -
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