Educating Inmates: They Are Still Human Too Essay

IntroductionWe live in a modern font ordination that excuse hold conventional morals and rulings. Pris unmatch fittingrs atomic number 18 seen as in mane animals who bring zippo fairish misery and cruelty to the world. An t each(prenominal)ing method is iodine of the nearly important things sensation whitethorn ever receive in their lives. One batch no durable see any type of barter with place a high train foster jump on and even college hours, so wherefore would lodge reverence to hold anyone back from getting an teaching? Prisoners atomic number 18 having a sonorous prison house house house term receiving breeding in the prison formation today. No one take c atomic number 18s to c atomic number 18 or financial support prisoners in the ambitious process it takes to change their lives. County jails do non offer training programs, and in prison facilities in that location argon many a(prenominal) limitations and restrictions that devote receivin g the sub-par facts of life that they offer a repugn to receive.An military rank of necessity to take home plate to determine the crux of training limitations be in prison. There are many commonwealth who hold in been to prison or who fork over family and friends who progress to been to prison and bugger off some sense of arrangement as to the ch all in allenges flimflams face. Who is upriseing up and being the instance for inmates who rarely are heard, and who is pushing the gasbag against guild and essaying the importance of program line. Inmates who allow be released one day must grant a backup plan some former(a) than a life of crime, so their needs to be a form or program in place to mend inmates before their release.BackgroundIn researching round reading everything found sees to enhance the friendship on genteelness in prison. It has perplex astoundingly clear that night club does non labor a positive change for peck who are incarcerated. Soci ety has an outdated medical prognosis of people incarcerated and do not seem interested in changing it. No one plans life with the idea in mind thatprison will be a part of it. With family and friends who have been incarcerated, I will be the first one to say that not all jug people are innocent, only when mistakes do happen. Society feels that bringing education into the correctional system is a waste of time and effort. Many students feel that inmates should not be offered for free what they have to pay for, only if what some people do not realize is that not only do the inmates pay for education just same(p) most, barely they are withal receiving a below average education. Although education has been in the prison system for over a century, family deters from education socially, politically, and economically (Palmer, 2012).In the coarse run however, it creates to a greater extent developbacks for an inmate upon release seeing as though many jobs require post-secondary education. The decision to survey education in the prison system is to get a better understanding as to why there is not a nationwide push on inmates bettering themselves and staff support to follow as well. There are several barriers that celebrate inmates from successfully completing programs duration incarcerated. any(prenominal) doers are due to environmental wad and other factors are due to individual-to- someone circumstances. Conflicts between officers and inmates as well as transfers can lead to inmates incompletion of their education program. Also inmates who are released have no after(prenominal) plan set up between them, the prison system, and other sources to assist with the completion of an education started while incarcerated. There is no assistance for released inmates that encourages them to continue pursuing education. Psychological disorders and the stress of school itself whitethorn lead to an inmate drop out or incompletion of the program.When inmates give-up the ghost low-spirited or discouraged they give up and education falls to the bottom of their propensity of priorities. Mental disorders that inmates receive medication for, may affect their ability to learn and the stress of how to cope and manage may feat an inmate to quit rather than be intimate with the obstacles at hand. Economic barriers such as funding and limitations in academics and teachers likewise close out inmates from starting or completing a program. Despite the barriers that restrict education in the prison system, the government and society weather fail to realize that more education inmates receive the more the cost for prison funding decreases. When the Federal Pell Grant was introduced there was a relief and an increase in readjustment for inmatesbecause they could now afford tuition, but some political figures did not agree. Politicians assay a hand at a fear tactic where inmates were perceived to be unrepentant people who would continue to in due crimes all of their lives so why civilise them and waste money. The tactic worked and in 1994 a fair play was delineateed that took federal funding out of prisons and caused many prisons to close their education departments, an estimated 350 programs decrease to 10 or less.Many courts have divine serviceed to hold merit behind politicians maneuver because many courts have too deemed education in prison has no inbuilt entitlement and therefore does not have to be enforced or supported (Lockard et al., 2011). In the 21st century, despite all obstacles, enrollment for post-secondary education has steadily increased. Another factor that prevented inmates from enrolling in classes was that when the federal funding was in the prison system was that inmates who were over the age of 35 were ineligible and inmates who were convicted on do drugs related charges. It seems as if there are many obstacles that are preventing inmates from receiving education and not many people are sh in to change it. Education in the prison system not only helps inmates but it precipitates inmate misconduct as well. Inmates who were educated prior to incarceration and continue education while incarcerated are more plausibly to spare their airal problems to a minimum. An education not only builds somebody up mentally, it builds self-esteem and self-worth.Denying someone an education in prison becomes just the premise of a bigger mental denial that they will deal with long after they are released. Inmates get a sense of say-so that being incarcerated can sort of strips someone of. An education helps an inmate to think passably and acutely of what they are doing before their behavior takes a turn for the worse and not only lengthens their sentence, but start a habit of destruction. An educator believes that whether the inmate is enrolled to pass time or build up their resume for employment upon release hopefully someone will learn something reusable and take that away with them and that it will be valuable to them later on in life (Rafay, 2012). There is a belief that making sure an inmate leaves prison more well of than they came should be a moral obligation that officers have. Everyone should want to reduce crime and improve the overall bore of life for everyone.Receiving an education while incarcerated also helps decrease the likelihood that a person while be subject to re-arrestin one case they are released from prison. There are also several outside barriers that prevent education from being introduced into the correctional system. Factors such as academic curriculum and prison set guidelines prevent inmates from getting an education, not to describe that the United States is lagging behind every other country in education in prison programs (Lockard et al., 2011). The teachers may also have a problem with the ordered bag searches and invasion of privacy. Inmates who may struggle with learning are not afforded the prospect to have extended t ime after class to intimately receive farther assistance. The education programs that are offered limited to sub-par classes that can be received from community college and the most they can leave prison with is an accomplices degree. Also, inmates who are held in the jails are never afforded the opportunity to get and education.County jails gaint have educational programs, but ironically an inmate can overtake majority of their sentence in a county facility. Due to overcrowding in prisons, pre-trial, sentencing and violations many offenders exceed a lengthy time in jail and are released with not so much as a GED to try out that they attempted to change their old behavior. An evaluation needs to be conducted to determine why there is such a freewheeling and careless attitude among society when it pertains to incarcerated human beings receiving and education.There does not seem to be tolerable advocates in America who are pushing to make sure that incarcerated earth are relea sed with a better select of life than the one they had upon arrest. There is no difference between someone incarcerated and someone in the free world move out a mistake. Liberty and justice for all does not just apply to the law but for equality among all of society no matter the circumstance. Everyone deserves to receive education and the opportunity to turn their lives around. Why does it seem as if no one cares enough to stress the subject enough?MethodsA questionnaire should be sent to 20 hit-or-miss citizens of random gender, age, and ethnicity in the top 5 metropolitan areas of the U.S. (New York, Los Angeles, Chicago, Boston, and Washington D.C.) to gauge societys opinion of education in the prison system. It should have questions that will help the evaluator understand exactly how people feel about why they door dont support education in the prison system and their ideas on what can be do to change or fight to keep the current program in place. I also believe that the qu estionnaire should be 3-5 pages long and leave room on the last page to allow each person to give their own feedback. The data should be collected by an assigned to one elected person in each city (particularly someone who works in an prison in the city with a high position of power) and reviewed, documented, and summarized, then submitted to the investigator to be reviewed.The questionnaire should be designed with no bias in mind, but to gain an understanding on why society does or does not support education. The results should meditate that society is now becoming modern and accepting that inmates should receive education as if they were in the free world. The information should be reviewed by the board of education for the prison facility and make an effort towards implementing the ideas that they have received from society. It may be easier for the get on to absorb feedback from society because it is a commonplace census compared to inmates whose intentions may or may not be for the best. The only business concern that can be foreseen is that the 20 random citizens will not be able to provide the Board of Education for the prison facility with enough similar feedback to match a general and collective consensus on how society feels. DiscussionAmericans have traditional values when it comes to how society works and a general consensus of what is moral and just. Education is seen as the ultimate strive that one makes to become better in life, and one of the most important things needed to succeed in life. Prisoners are seen as cruel moth-eaten beings who have no care or empathy for anyone or anything, so naturally society would feel that inmates only want to do their time and be released to commit more crime. Inmates are human though as well, and they desire the same things as anyone else. An education should be provided for them just like it is provided for citizens who are not incarcerated, and inmates need someone to stand up and fight for them to r eceive just that.ReferencesLahm, K. F. (2009). Educational Participation and Inmate Misconduct. diary Of Offender Rehabilitation, 48(1), 37. Lockard, J., & Rankins-Robertson, S.(2011). The Right to Education, Prison-University Partnerships, and Online Writing educational activity in the US. Critical Survey, 23(3), 23-39. Palmer, S. M. (2012). Postsecondary Correctional Education. pornographic Learning, 23(4), 163-169. Rafay, A. (2012). An Impossible Profession? The Radical University in Prison. Radical Teacher, (95), 10-21. Sedgley, N. H., Scott, C. E., Williams, N. A., & Derrick, F. W. (2010). Prisons plight Do Education and Jobs Programmes Affect Recidivism?. Economica, 77(307), 497-517.