I noted this posting in the context of another referencing libraries.  

Access by prisoners to all types of print materials is somewhat problematic
in American prisons and jails.  While some inmates are able to address some
of their educational goals in prison schools -- others don't want to learn
that way, can't get into a school program, or want to address legitimate
learning goals that are not addressed by prison school programs. 

The Autobiography of Malcolm X includes a great example of "self education"
in prison.  I was already in the prisoner education business when I first
read it, and found it more than a little humbling.  

I don't know who, but apparently someone somewhere decided that every
American inmate should have virtually around the clock access to television.
Unfortunately, access to books, newspapers and magazines is more
problematic.

Space, staffing, materials, technology and systems of access -- all are
issues in the context of prison libraries.  Educators need to be strong
advocates of library services for inmates. 

John Linton  

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Eric Appleton
Sent: Wednesday, September 20, 2006 6:08 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 220] self-education


Hello everyone,

I teach reading, writing and math at the Fortune Society with John
Gordon. I have taught here for about seven years. As part of my work, I
have done individual intakes with many of the students here. Student
after student has told me that they really began to love reading when
they were in prison. Not every student who has served time learned to
love to read, but many did. It has been amazing to me to see how
important books were to these people at hardest point in their lives.

I don't want to minimize the work that teachers in prison are doing, but
from my vantage point, self-education has been the most important type
of education in the lives of most students I meet. I hear students talk
about how they began to get interested in history, in science and in
reading for reading's sake. I hear about how books became prized
possessions and were passed from person to person. I look at the
students in our program and wish that they were doing the same thing
now, while continuing their studies.

For students who are working towards their GED or are hoping to go to
college, daily independent reading is essential. Unfortunately, many
students drop out of the habit of reading once they get back in the free
world, where friends, family and TV lead them away from books. 

How can teachers on the outside help students retain and continue this
enthusiasm for reading on their own and learning for learning's sake?
How can prison teachers and administrators encourage (and facilitate)
more prisoners taking opportunities to educate themselves?

Looking forward to more discussion,
Eric

**********
Eric Appleton
Teacher/Coordinator
The Fortune Society
212.691.7554, x.702
53 W. 23rd St., 7th floor, NYC 10010
eappleton at fortunesociety.org
http://www.fortunesociety.org/education

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