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J.M. Gutiérrez-Vázquez
Crime and Punishment. Police work or territory of philosophers, sociologists, politicians and educators?
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The author reviews diverse conceptions of what a penitentiary system should be (place of isolation and punishment, institution devoted to rehabilitation and social re-adaptation, center for re-education or a critical and consciousness raising institution that truly liberates the criminal from his or her alienation and allows society to recognize its responsibility) and the educational implications in each of these cases. The author then proceeds to discuss the educational limitations inside of the prison system comparing these with those present in educational services on “the outside”. In conclusion, the author examines the real likelihood of putting into practice the educational approaches discussed in the first part of the article, concluding that the probabilities go down as educational goals are raised; that is to say the tendency in educational services is the same on the “inside” as on the “outside”.
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Tyro Attallah Salah-El
A Call for the Abolishment of Prisons
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From the experience of 25 years in seclusion, the author makes a reasonable and deeply stirring call for the abolishment of prisons. Prisons are considered a form of social control of marginalized groups rather than institutions that prevent crime, thus constituting an inefficient multimillion dollar industry not accountable to civil society. Abolition is a process that will take time and we must design alternatives. How would society function if we abolished prisons? What could be done with the few really dangerous people? Who would make the decisions? Who would pay? Who would take charge? It is indispensable that we share the work leading to the abolishment of prisons with different political organizations and many other institutions. Prisons would be transformed into health and educational centres for the benefit of marginal people. With regards to dangerous individuals, it would seem clear that this small group need be confined, but the matter should be studied and resolved by ample groups of specialists and common citizens.
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Natasha Bidault Mniszek
University Education in Mexico City Jails
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The “Program for Higher Education in Social Re-adaptation Centers” in Mexico 's Federal District came into being in 2005 at the Universidad Autónoma de la Ciudad de México. The program proposes not only fighting relapses and contributing to the maintenance of discipline inside the prisons, but also proposes developing new interests that may result central in the lives of the interns. Classes taken in prison have the same validity as those the University offers on “the outside” and the institution provides guidance to students through tutors and advisors. The program has 135 students enrolled, 89 of which are studying Law, 29 Political Sciences and Urban Administration and 6 Literary Creation. Workshops are also given on topics including Mathematics, Oral and Written Expression, Introduction to Social Thought and Knowledge, Identity and Learning.
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Francisco José Scarfó
Public Education for Adults in Jail:
the guarantee of a human right.
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Although imprisonment can be considered a justified punishment, it should not carry with it the additional privation of rights, one of which is the right to education. Since 1974 official educational offices have established elementary schools for adult education in jails in the province of Buenos Aires . The teachers are professionals trained by the State and come from “outside” the penitentiary system which means they have pedagogical, not custodial, authority. The activities to date include the publication of magazines, journalism workshops, theater workshops, literary and artistic contests, conferences and debates as well as different cultural, radio and theater events, to name but a few. Through these activities, all the participants have achieved recognition of the right to education that all those dispossessed of freedom have. The author recommends working in coordination with different state agencies as well as civil society.
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J.M. Gutiérrez-Vázquez y Alejandra Ruiz Vázquez
Life in imprisonment.
Educational material for adults deprived of their freedom.
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In Mexico educational materials that take into account the specific conditions of prison life had not been designed and published. The goal of this project was to develop educational materials that would allow interns to get to know their prison mates better, take advantage of the best their prison centre has to offer, learn in depth about legal processes and the legal basis for life in prison, problematise and critically analyse their condition as prisoners and improve the quality of their lives within prison. Workshops were carried out in self-development as authors for the team working on the project. The material was designed with the interns, not for them. The four main topics covered were: The center I live in, My legal process, It is me and I live here, and The Visit. The material also included a Workbook for the Adult as well as the Tutor's Guide. The material does not focus on giving “good advice” but rather proposes activities in order to achieve specific learning that is useful for the interns. It contains the testimony of many inmates as well as a number of learning activities suggested by them.
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