THE AFTERNOON KNOWS WHAT THE MORNING NEVER SUSPECTED. (Swedish Proverb)

PERSPECTIVES OF YOUTH OFFENDERS AND TEACHERS IN A PRISON IN SOUTH AFRICA: REHABILITATION THROUGH EDUCATION?AUTHOR: JOEL MAMABOLO – JOEL.MAMABOLO@UL .AC.ZA

THE AFTERNOON KNOWS WHAT THE MORNING NEVER SUSPECTED. (Swedish Proverb)

THE PURPOSE OF THE PAPER

The purpose of the present paper was to explore opinions of teachers and youth offenders on curriculum in a prison in South Africa.

The study was motivated by the current high levels of crime and recidivism in the country.

The recognition of the role of curriculum to the rehabilitation process highlights the significance of education in crime reduction efforts.

THE RESEARCH QUESTION

WHAT ARE THE PERSPECTIVES OF TEACHERS AND YOUTH OFFENDERS IN A PRISON IN SOUTH AFRICA?

REFLECTIONS ON YOUTH CRIME

The issue of crime and violence is recognised on global scale and opinions on solutions to the problem vary from country to country.

In the context of South Africa as in all other countries, the criminal code is interspersed with education.

In doing this, it is hoped that the offenders would transform into responsible citizens upon their release from prisons thus reducing the urge to commit crime.

REFLECTIONS CONTINUE

Studies already conducted on youth offenders largely addressed violent actions of youth and further explored ways of dealing with the challenge (Visser, 2000; Boswell, 1996; Howell et al, 1995; Wolgang, 1995).

Furthermore, other studies reflected on the influence of diversion programmes on the psycho-social functioning of youth in conflict with the law (Biljon, Strijdom & Vermuelen, 2011).

REFLECTIONS CONTINUE

In addition, some authors argue that the negative social forces interposed with extreme levels of poverty and inequality constrain SA youth to opportunities available to them (Bray, Gooskins, Kahn, Moses & Seekings, 2011).

Other studies on youth crime emphasised the impact resistance against apartheid to the lives of young people in the country (Notshulwana, 2012)

Interest to elicit perspectives of education practitioners and youth offenders in prisons seem to be non-existent.

YOUTH OFFENDERS IN SA CONTEXT

IF EVERYONE DEMANDED PEACE INSTEAD OF ANOTHER TELEVISION SET, THEN THERE’D BE PEACE.

(John Lennon, 1976)

SA CASE CONTINUES

The desire to contain youth misdemeanour has propelled, in response, the post-apartheid government (in consonance with stakeholders) to develop a series of policies.

The policies, among others, include the following: National Youth Policy; Youth Development Policy in SA; Constructing Race: Youth, Identity, and Popular Culture

in SA; Delinquents or Criminals? Policy Options for Young

Offenders; Restorative Justice – Policy Issues; etc.

THEORETICAL FOUNDATION OF THE PAPER

The present paper is underpinned by social cognitive theory.

Social cognition asserts that human performance buttressed by “…cognitive, vicarious, self-regulatory and self-reflective processes…” (Pajares, 1996: 1)

It further maintains that human performance is a consequence of a vibrant relationship of individual, behavioural, and situational pressures.

Interpretation of individual conduct alerts and modifies surrounding s and consequent personal behaviour.

THEORETICAL FOUNDATION CONT.

Bandura (1986) conceptualises human consciousness in the form ‘triad reciprocity’.

The assumption is if there is collaboration of the mental faculty, the physical faculty, and the emotional faculty, there will be harmony of the self.

Construed in context, social cognitive theory offers interesting curative and therapeutic endeavours meant for situational and behavioural factors.

THEORETICAL FOUNDATION CONT.

Plans for improving the welfare of a human person ought to be directed the faculties (as outlined) in order to change the circumstances under which people exist and operate.

In prisons, for example, teachers are confronted with the task of stimulating learners’ competence and self belief in their intellectual growth.

Applying social cognitive theory as a foundation, teachers can endeavour to rectify learners’ emotional situation and defective self-perception as well as lifestyles.

THEORETICAL FOUNDATION CONT.

This effort can also be interspersed with improvement in academic ability and self-control measures consistent with change in circumstances that may weaken the learners’ progress.

The theory is grounded on the perception that a human being possesses a sense of self-belief and a measure of self-control on one’s actions.

METHOD

Case study approach was employed as a useful method for the present paper.

The choice of this method was largely informed by two factors, viz.

exploring perspectives; and understanding prison curriculum of

youth offenders and its impact on crime reduction.

METHOD CONTINUES

In my view to achieve these factors, interpretive/qualitative approach in the present context was an appropriate approach for application on the following reasons:

That conception of reality is a social construct and therefore respondents are likely to provide a variety of answers from their subjective points of view because interpretation of reality depends on one’s perception.

METHOD CONTINUES

The fact that understanding of reality varies from individual to individual as much as from group to group presupposes that reality is not static but dynamic and, in fact, multifaceted. Consequently, respondents to the present study were expected to provide varied responses and, in my opinion, the best possible approach to enable this to happen and in which to analyse the responses, is interpretive approach. As a researcher I have an obligation to make a choice among the variety of approaches that prevail in the field of research so that claims are made appropriately and relevantly. My view is that locating the present project within the parameters of the interpretive/qualitative methodology was therefore justified.

METHOD CONTINUES

that researchers are perceptual, interpretive and analytical social beings and therefore detaching themselves from reality is unrealistic.

that knowledge is a consequence of the relationship between the observer and the observed and therefore, the relationship is flexible and reciprocal (see Stake, 1995; Robson, 2002).

METHOD CONTINUES

The current project is an in-depth study which is rooted in case study approach because observations, interviews, and textual analysis were employed when I commenced with data collection.

Reality is a consequence of perception therefore there are multiple realities which are dynamic depending on individual perceptions. In the present study I expect each of the stakeholders to provide their accounts based on their conceptualisation of curriculum in the prison.

METHOD CONTINUES

Multiple realities denote that the truth about the phenomenon can be seen in different ways and essentially, there will be different interpretations. It is therefore important for researchers to appreciate and understand construction of reality as seen from different angles. In view of this it was not possible to be conclusive in terms of all the questions to be assessed, in the process though adjustments were made and further questions added when data collection process commenced in the research site.

CONCLUSION

Importantly, in line with the main questions of the study, the findings revolved around the following themes:

(a) curriculum; (b) offender rehabilitation; (c) repeat offence; (d) discipline;

CONCLUSION CONTINUE

(e) teaching and learning facilities; (f) teacher training and capacity building; (g) management and power relations; (h) follow-up programme for ex-inmates; and (i) future plans; and the results of each of

these themes is discussed below.

CONCLUSION CONTINUE

The summary of the results are hereunder provided.

The findings showed that in spite of the centre’s obligation for the education of the offenders outlined in the Departmental Act 111, there are deficiencies in the curriculum delivery processes.

It seems that the objective for ‘human development of all prisoners’ as the Act maintains, generates interesting contrasts.

First, there were over twenty offenders all drafted in one class at different times;.

COCLUSION CONTINUE

second, all offenders notwithstanding their level of education, registered for grade 12; and

third, an atmosphere of heightened expectation prevailed among the offenders that completion of senior certificate (grade 12) is a guarantee that employment is in the offing.

In contrast, Mills (2001) suggest that curriculum is not simply the issue of picking up certain activities neglecting the broader pedagogical exercise implicit in the construction of knowledge.

RESULTS CONTINUE

The importance of the preceding assertion is that there can be no distinction between education and curriculum because curriculum is a means for realising the objectives of education.

According to Dore (1976), the tendency to arouse expectations by linking certificates to employment is misleading.

Essentially, this tendency fundamentally ignores the broad concept of change that education is brought to bear in the lives of offenders regarding the offender rehabilitation process.

CONCLUSION CONTINUES

The present paper explored the perceptions of teachers and the young offenders on prison curriculum at ‘Peace-Hope’ prison in South Africa.

The findings showed that their understanding of the rehabilitation concept is premised on marginal interpretation due to their persistence in linking grade 12 certificates with jobs in their responses.

COCLUSION CONTNUES

There was a measure of consensus on the value of education in the lives of the young offenders; however, poor curricular resources appeared to impact negatively on the effective delivery of tuition and subsequent efforts of rehabilitating the youth offenders.

Although the participants were first time offenders, they felt that repeat offence was a common occurrence particularly among prisoners who are not part of the mainstream education in the prison.

COCLUSION CONTNUES

This contention is in agreement with the earlier findings made by scholars such as Gast (2001), Schonteich and Louw (2001) that education in South African prisons is in a state of disorder and the rehabilitation processes are not possible in the existing state of affairs.

Furthermore, consistent with this opinion Sloth-Nielsen and Muntingh (2001) proposed the reorganisation of prison education in South Africa with specific focus on programmes of offender rehabilitation as a matter of urgency.

COCLUSION CONTNUES

While the significance of education in the reduction of crime by young people is not in dispute, it is important to point out that the curriculum of young offenders in the present form seems to be ineffective for the rehabilitation purpose.

SO WHAT?

The significance of the present paper is that it has explored some of the important aspects of the curriculum of young offenders.

The findings in the study may be useful for further exploration and research on similar subject in the future.

In addition, that future studies on the subject will incorporate views of those of youth offenders who are not part of mainstream education in prisons.

THE QUOTES

EDUCATION MAKES MACHINES WHICH ACT LIKE MEN AND PRODUCES MEN WHO ACT LIKE MACHINES.

(ERIC FROMM, 1941)