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College-in-prison programs are positioned to expand substantially under the reinstatement of Pell Grant eligibility for people in prison. While this change will enable more students who have been systemically excluded from higher education to attend college, degree completion is rare during incarceration and post-release. Student perspectives can shed light on both the value of college-in-prison and the financial barriers to realizing its value. This study analyzes data from 12 focus groups with 105 total college-in-prison student participants, 114 student survey responses, and 45 stakeholder interviews. The data were collected between 2018-2022 during a process evaluation of the College-in-Prison Reentry Initiative, which provided funding to college-in-prison programs in New York State as part of the Manhattan District Attorney's Office Criminal Justice Investment Initiative. The findings demonstrate that students value college-in-prison, describing how it fostered self-reflection and personal growth and provided them with a skillset that may help them gain employment upon release. However, students also raised concerns about reenrolling and completing their degrees following release. Intentional, holistic reentry support could address the largely financial barriers to reenrollment. In so doing, students will be more likely to earn their college degrees after incarceration and experience the full value of a college education.

Pell eligibility for incarcerated people is a great rehabilitative opportunity, but several challenges remain. This article recaps five of the issues identified by the original research articles in this special issue. It also considers how solutions proposed in these studies may be beneficial across a variety of these issues and gathers recommendations together by which actor could implement them. Problems and solutions are corroborated by the author's personal experience with incarceration.

The violence of incarceration creates greater responsibility for higher education administrators in supporting students who are in prison. Using focus group data with incarcerated students and formerly incarcerated alumni who participated in or are actively participating in Second Chance Pell, we explore their perceptions and understandings of the Pell Grant and eligibility for the Pell Grant, including lifetime eligibility used limits. Through a lens of Witnessing, we argue that deprivation and censorship of information negatively influence students' access to accurate and timely information about federal student aid and their ability to fully participate in the process. Accordingly, college and university staff have a fiduciary duty to incarcerated applicants and students who are subjected to the information deprivation and censorship that characterizes imprisonment in the U.S.

Federal second chance Pell grants were recently made widely available to incarcerated students in the United States to fund undergraduate education. Piedmont Virginia Community College was a pilot site for this expansion and began full scale implementation of transfer-oriented associate degrees at three correctional centers in its service area. The college did not have a biology laboratory curriculum that would meet general education requirements and be feasible in a correctional center, where students do not have internet access or even reliable computer (word processing or spreadsheet) access and where materials are restricted for entry. This paper will serve to introduce the laboratory curriculum that was created to accompany a non-majors general biology laboratory course with materials that were pre-approved to pass through security screening in at least one local correctional facility. The lab manual (at this link) contains student information and instructions as well as a linked suite of files, photos, sample data, and instructions for any instructor to quickly deploy with just a USB flash drive and facility laptop (with no internet). Incarcerated PVCC students enrolled in this course benefit from a hands-on lab experience that mirrors the on-campus lab as much as possible. We hope that by publishing this laboratory manual, we might assist others in developing high quality laboratory experiences for incarcerated students. Every student deserves a second chance.

In this article, I document and analyze all municipal, state, and county-level efforts for Black reparations in the United States. Most efforts resemble H.R. 40's exploratory commission model, possibly due to policy path dependency. Few geographies have allocated funding for committee recommendations, but some have allocated funds for committee activities. Only Evanston, Illinois, has allocated and distributed funds to qualifying residents. On average, cities with reparations efforts demonstrated mixed performance on metrics related to Black wealth, with insufficient evidence to suggest local Black-White disparities are more severe than the nation as a whole. Several proposals emphasize the Black-White racial wealth gap as emblematic of slavery- derived disparity, but no municipal or state proposal can rival the scale or potential of a federal program.

This study addresses two areas of need in the literature. First, we recognize the impact of experiential-learning on student outcomes and fewer opportunities within the social sciences. Second, as academics in criminal justice and education, we are aware of educational needs of incarcerated persons. The current study blended together experiential-learning alongside a reading program within one state's women's correctional facility, targeting (grand)mothers. Two faculty and 40 students, spanning two academic departments, completed a research-based experiential-learning project with one community partner. This undergraduate project sought to benefit students, incarcerated (grand)mothers, and the (grand)children of incarcerated (grand)mothers through a read-aloud program. Through student observations, themed results found incarcerated (grand)mothers had negative school experiences regarding reading. Subsequently, they did not read with their (grand)children prior to incarceration but used reading as a means to escape their incarceration. Students' reflections demonstrated value to self, participants, and the community, through participation in research-based experiential-learning.

In this article, I discuss how walking as mapping serves as a method for observing and disrupting spatial geopolitics, opening possibilities for alternative systems of living. I explore three theoretical perspectives--posthumanism, Indigenous and decolonializing theories of land, and Black geography--that, while distinct, nonetheless share some overlapping characteristics: the recognition and contestation of knowledge systems, the turn toward a relational ethics of living, and a call for critical and creative methods of mapping. intervention into existing systems. In the final half of the paper, I consider these orientations and their call for creative and critical methods of intervention as I review my scholarship on walking and how it has served as a form of counterstory mapping.

Research shows that the vast majority of students who are diagnosed with learning disabilities in school are, in fact, dyslexic. Still, many students with dyslexia are not adequately identified, assessed, or supported with research-based interventions. Adults with dyslexia report struggling with reading difficulties from as early as kindergarten which impacts their learning experiences over the life span. Providing evidence-based instruction alongside supplementary digitally-mediated reading tools such as The Noah Text®--New Century program described in this article is critical for improving learning engagement and outcomes among adult learners with dyslexia, especially for the disproportionate number of learners with reading difficulties in incarcerated settings. Significant efforts are now underway to improve methods for diagnosing and treating dyslexia, including at the federal level. For example, in 2018, the First Step Act (FSA) was the first major criminal justice reform to recognize the need to identify and support adult learners with dyslexia as part of a broader effort to reduce recidivism by improving access to evidence-based educational and rehabilitative programming for justice-impacted individuals.

In adult education, understanding the dynamics of motivation among incarcerated individuals to attend English as a Foreign Language (EFL) classes is crucial for effective educational programming, successful rehabilitation, and recidivism reduction efforts. The present study, focusing on Greek prisons, investigates two key aspects: a) the influence of sociodemographic factors (marital status, age, gender, and occupation previous to sentence) on inmates' motivation to attend EFL classes and b) the relative prevalence of intrinsic and extrinsic motivational factors driving inmates to attend EFL classes. Grounded in theories of foreign language learning motivation, the study employed quantitative methods with a large sample of 400 adult inmates enrolled in English classes at Second Chance Schools across all Greek prisons. The findings reveal that marital status, age, gender, and previous occupation are factors that significantly impact inmates' motivation to attend EFL classes, with female inmates demonstrating higher motivation than their male counterparts. Notably, the study highlights the predominance of extrinsic motivation among inmates, with the desire to make their families proud being the most highly rated motivational driver.

Violence and traumatic stress negatively affect physical health in youth. Incarcerated adolescents have high rates of violence exposure and health problems, however, few studies have examined medical records and violence exposure in this high-risk population. Self-reported violence exposure and symptoms of stress were collected in 115 incarcerated male adolescents. Medical charts were reviewed for the presence of somatic complaints and chronic health conditions. Regression modeling and odds ratios demonstrated that exposure to intimate partner violence (IPV), child abuse, and sexual abuse predicted specific health conditions. The hierarchical regression model established that traumatic stress and a history of sexual abuse predict cumulative health problems. The study demonstrates that early exposure to violence combined with the presence of traumatic stress symptoms increases the risk for later health problems and can be used by healthcare providers to identify youth at increased risk of long-term health outcomes in high-risk populations.

This study examined the clinical utility of the Massachusetts Youth Screening Instrument--Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13-17 years who were adjudicated delinquent from a southeastern United States medium security residential facility. Seven logistic regression and receiver operating characteristic curve (ROC) models were built to determine whether the MAYSI-2 subscales accurately identify committed AA male incarcerated youth who have a mental illness diagnosis on file. Analyses also examined how well the MAYSI-2 subscales identify specific mental illnesses among AA-committed male incarcerated youth. Results demonstrated that no MAYSI-2 subscales accurately identified and categorized AA-committed male incarcerated youth who have mental disorders, and only two subscales (Alcohol/Drug Use, Depressed/Anxious) identified and categorized White committed male incarcerated youth who have a mental disorder. Additional results and implications for research and practice are provided.

This research considers Pell grant restoration for incarcerated people for the field of higher education in prison. Using the original data, we outline the limits of Pell funding in the prison context by surfacing persistent funding challenges that the Pell grant alone cannot address and may exacerbate. By providing the necessary investments to support higher education in prison, Pell restoration could be an effective lever for advancing racial and economic justice. Using a lens of racial and socioeconomic justice, we identify gaps in prison program costs and argue that the long-term effects of Pell reinstatement will depend on whether the expansion is accompanied by investments in a range of institutional infrastructures and resources. Concluding are implications and recommendations to adequately and responsibly support the growth and infrastructure of higher education in prison programs.

Introduction: Dysphagia affects up to 70% of care home residents, increasing morbidity and hospital admissions. Speech and language therapists make recommendations to support safe nutrition but have limited capacity to offer ongoing guidance. This study aimed to understand if recommendations made to support safe and effective care are implemented and how these relate to the actual care delivered. Methods: Eleven mealtimes with residents with dysphagia were observed during 2020 using a tool capturing 12 elements of expected practice. Staff actions during mealtimes were compared with adherence to residents' care plans and speech and language therapist recommendations. Results: Written recommendations predominantly focused on food and fluid modification. Observations (n = 66) revealed food texture, posture, and alertness were adhered to on 90% of occasions, but alternating food and drink, prompting and ensuring swallow completed adherence was less than 60%. Thickened fluids frequently did not align with required International Dysphagia Diet Standardisation Initiative levels. Nutrition care provided in the dining room was less safe due to a lack of designated supervision. Conclusion: Care homes need to be supported to establish a safe swallowing culture to improve residents' safety and care experience.

Background: Between 70 million and 100 million Americans have a record of interaction with the criminal legal system, a group facing stigma and discrimination in civic participation, housing, employment, and education. Justice-impacted people face collateral consequences in the community, making reentry programs essential to success at reintegration. Focus of Study: Project Impact (PI) at the Borough of Manhattan Community College/City University of New York (BMCC/CUNY) supports students impacted by the criminal legal system. PI provides direct services to justice-impacted students through an extensive peer mentoring program and a high school equivalency program, and by offering college credit--bearing courses to students presently incarcerated in partnership with John Jay College's Prison-to-College Pipeline. PI defines "justice impacted" expansively as students who have been formerly incarcerated, have family who have been incarcerated or arrested, have had issues in family court, or in any other way have been significantly affected by the criminal legal system. Research Design/Conclusions: This evaluation provides unequivocal evidence of the strong, positive impact that PI is making, serving as a rare campus-based reentry program within a community college in New York City.

The empowering effect of higher education in a carceral environment is recognised globally as the most effective rehabilitative tool for reducing reoffence and promoting the reintegration of incarcerated individuals into society. While many researchers from the Global North have studied carceral education and accessibility, few of those studies have focused specifically on incarcerated women's access to higher education. Even fewer have considered this topic within the context of the Global South. This qualitative exploratory study addresses gaps in the literature by exploring the experiences of seven women who have pursued and completed a higher education degree while incarcerated in South Africa's largest correctional facility. The narrative inquiry highlights how higher education helped these women develop capabilities that went beyond education, improving their personal agency and their ability to support their peers.

Mathematics teaching usually occurs in a "public space"--e.g., a classroom is a public space with rules defining student and teacher roles that cultivate hierarchic relationships. Working in prison with young inmates (18-23 years old) from marginalized populations, we promoted alternative "common spaces" (physical and symbolic) challenging established hierarchies through equal contribution. Such mathematics curriculum employs an antideficit model (Louie et al., 2021) as prisoners co-research their lives with mathematics. Common spaces empower through recognition while enabling identity transformation. Qualitative data from the CoSpIRom [Common Spaces for Integration of Roma Project (http://cospirom.sed.uth.gr).] project explores: (a) whether common spaces, recognition and equal participation can support mathematics literacy while empowering and emancipating young prisoners; and (b) if and how this framework might prepare prospective teachers within contemporary diversity. Bringing together young prisoners and prospective teachers affects both populations. Mathematics curriculum developed through collaboration meets a consistent request from prisoners that educational programs bridge with the outside world as re-entry preparation. Contrasting life stories from prospective teachers operate as alternative models motivating prisoners to rethink their own life stories and self-concepts. Prospective teachers demonstrated significant intercultural communication skill development, empathy and solidarity for marginalized people, reporting important professional identity growth.

The challenges of a knowledge-based society require the development of digital skills recognizing the potential of learning supported by technologies. Within this scope, and based on research published over the last decade, a scoping review of 66 articles was performed to create a framework derived from existing literature to analyse approaches to identify views about learning supported by digital technologies in prison environments. The results allowed both the presentation of an evolutionary perspective of the state of art regarding digital technologies in prison education and to identify four views: Technical, Humanistic, Regulatory, and Organizational and Community. These views and the critical recognition of the approach that underpins them can contribute to understanding complementary roads to reach the political goals recommended for contemporary prison education, putting the focus on the promotion of conditions of lifelong learning in line with the challenges of the 21st century.

Parenting and family environment have significant impact on child development, including development of executive function, attention, and self-regulation, and may affect the risk of developmental disorders including attention-deficit/hyperactivity disorder (ADHD). This paper examines the relationship of parenting and family environment factors with ADHD. A systematic review of the literature was conducted in 2014 and identified 52 longitudinal studies. A follow-up search in 2021 identified 7 additional articles, for a total of 59 studies that examined the association of parenting factors with ADHD outcomes: ADHD overall (diagnosis or symptoms), ADHD diagnosis specifically, or presence of the specific ADHD symptoms of inattention and hyperactivity/impulsivity. For parenting factors that were present in three or more studies, pooled effect sizes were calculated separately for dichotomous or continuous ADHD outcomes, accounting for each study's conditional variance. Factors with sufficient information for analysis were parenting interaction quality (sensitivity/warmth, intrusiveness/reactivity, and negativity/harsh discipline), maltreatment (general maltreatment and physical abuse), parental relationship status (divorce, single parenting), parental incarceration, and child media exposure. All factors showed a significant direct association with ADHD outcomes, except sensitivity/warmth which had an inverse association. Parenting factors predicted diagnosis and overall symptoms as well as inattentive and hyperactive symptoms when measured, but multiple factors showed significant heterogeneity across studies. These findings support the possibility that parenting and family environment influences ADHD symptoms and may affect a child's likelihood of being diagnosed with ADHD. Prevention strategies that support parents, such as decreasing parenting challenges and increasing access to parent training in behavior management, may improve children's long-term developmental health.

Background: NHS England's "Transforming Care" agenda aims to reduce the number of adults with intellectual disabilities and autistic adults in mental health hospitals. The aim was to understand the demographic and clinical characteristics of those most at risk of admission. Method: A cohort, retrospective study of adults using community intellectual disability services in the North West of England from 2018 to 2022 was undertaken. Results: We compared 211 adults at imminent risk of admission to a mental health hospital and 249 at significant (but not imminent) risk on a validated risk stratification tool. Individuals at significant risk were more likely to have moderate intellectual disability. Individuals at imminent risk were more likely to have diagnoses of mild intellectual disability, autism, personality disorder, or psychosis. Conclusion: By furthering our understanding of the clinical characteristics of those most at risk of admission, the findings inform more appropriate targeting of resources.

A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 in the southeastern United States, we identified three distinct classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.

The issue of educational work with trauma in juvenile detention centres (JDC) is a less explored area in the Czech Republic, even though the literature points to a higher incidence of trauma among children at risk in this target group. The aim of our research was to determine the extent of adverse childhood experiences among young people in detention centres in the Czech Republic. A quantitative research strategy was applied in the research. The results show that more than 90% of the surveyed adolescents living in JDC had more than one adverse childhood experience (captured in the ACE-Q). In light of the findings, it seems important to pay attention to traumatic experience of youth in JDC and to design comprehensive holistic interventions based on the individual needs of the at-risk youth with traumatic experiences.

The high incarceration rate and systemic racism in the United States, along with entrenched social barriers, highlight the need for creative solutions to help formerly incarcerated individuals (FIIs) reintegrate successfully. This paper highlights social entrepreneurial ventures (SEVs) as powerful agents of social change, underscoring the significance of holistic approaches in successful reentry and transformation of FIIs. We delve into the potential of SEVs as catalysts for social justice within the critical HRD (CHRD) framework, examining SEV's role in advancing learning, challenging power dynamics, empowering marginalized communities, and propelling grassroots-led social change. In doing so, we also emphasize the significance of experiential learning and dialog in cultivating collective knowledge and action within these social movements. We analyze the structural, organizational, and individual factors that demonstrate how HRD and social entrepreneurship complement and broaden modes of engagement. Ultimately, we highlight the promising synergy between SEVs and the CHRD perspective, presenting a transformative approach for both HRD scholars and practitioners and argue that by embracing the values of empowerment, equity, and social justice, HRD can play a pivotal role in fostering more inclusive, equitable, and empowering organizational landscapes.

The pedagogy of a servicelearning course is applied in a large urban commuter university to explore the impact of a service-learning course on upper-level students. The study population was engaged in an inmate re-entry program, and students were placed in nonprofit re-entry agencies. Results show changes in students' perception of offenders during the re-entry process. Furthermore, students' empathy and understanding of the re-entry population indicate internal changes from fundamental offender-based thinking. Offering a Recovery Coach training opportunity seems to positively impact student selfawareness while providing an essential resource to nonprofit community agencies.

Reformatory students are those whose deviant behaviors and habits prevent them from receiving education under normal educational conditions. These students frequently lead a careless, undisciplined lifestyle, being unwilling to work and learn eager to play and demanding. Therefore, when they are admitted to reformatories with severe study and lifestyle requirements, they have great psychological difficulty adjusting to their new environment. Students' psychological issues in adapting to reformatory learning and living regimes are difficult and psychological deficits make it challenging for students to adapt to reformatory learning and living conditions. In Vietnam, 665 students from reformatory schools were polled to determine the causes of psychological issues. According to the findings, a variety of elements contribute to students' psychological difficulties. Individual student conditions such as health, awareness, attitudes and actions as well as inappropriate habits, living without goals or aspirations, etc. are on the subjective side of the equation. On the objective side are the students' conditions, family, education and psychological obstacles brought on by less-than-ideal circumstances which will make it more difficult for community students to adapt. Both the new school and society must pay more attention to reformatory students in order to establish the conditions necessary for successful integration into the new school and ultimate readmission into society for these students.

This study aimed to determine the learning patterns and experiences of incarcerated adults within correctional settings and how their prison learning transforms their lives after they are released. In this qualitative research, semi-structured interviews were conducted to obtain the opinions of eight formerly incarcerated people who experienced educational practices during their serving time in prison. The snowball sampling technique was used to reach the target group of the study. Thematic analysis method was used during the data analysis process. The results of the paper, which are limited to the opinions of the participants in the study, showed that the change in the educational level of the prison population had led to a transformation in group dynamics among inmates in Turkey. Although former inmates experienced a permanent transformation in their lives after attending literacy courses, they could not carry on their religious practices after being released due to the struggle to make a living. Inmates who were not interested in educational programmes within prison managed their own learning processes as self-directed learners. Moreover, although inmates are certified through vocational training programmes, they have challenges in finding jobs when they re-enter society. Educational disruptions due to COVID-19 demonstrate that it is urgent to transform the prison education system into a technologically enriched learning environment in Turkey.

Young people are often incarcerated in penitentiaries worldwide. Incarceration is not expected to hinder their access to quality education. This article, guided by Marxist theory, examines the practicality of educational rights at five young prisoners' facilities in Malawi. The study used a descriptive phenomenological qualitative research design to engage the voices of 52 incarcerated and released young people in semi-structured interviews to ascertain if prisoners' quality education was a reality or mere pipedream at young prisoners' facilities. The findings show a disparity between correctional education policies and the actual reality. Due to the inadequacy of resources and the negativity of the prison environment, the facilities failed to provide quality, appealing and motivating education to the already educationally disenchanted incarcerated young people, resulting in low enrolment rates. It was, therefore, concluded that education was still a pipe dream at young prisoners' centres in Malawi.

Despite the fact that prison officers are close to the incarcerated persons in everyday life in prison, and therefore will have great impact and influence on the incarcerated persons' understanding of and motivation for education and training in prison, we still know little about prison officers understanding of their professional role regarding incarcerated persons' education. This article will investigate how Norwegian prison officers understand their importance as educational actors through the following research question: How do Norwegian prison officers understand their role as actors in incarcerated persons' education? Building on qualitative interviews with 16 Norwegian prison officers' the article analyses the role of prison officers from a broad educational perspective (Biesta, 2009; 2014; 2015; OECD, 2005; 2019). The analysis reveals that prison officers conduct work that enables incarcerated persons to master their own lives during the execution of and after completing their sentences. Although prison officers play a significant role in incarcerated persons' education in prison, they are partly unaware of this role, and find that their own role is not in a collaborative relationship with other actors who facilitate incarcerated persons' education.

The Juvenile Justice System was established on the premise of rehabilitative action for behaviors that have led youth to the criminal justice system. However, the system has increasingly moved away from this original concept toward a punitive model. The authors present how this movement resulted in the devolution of human rights for the youth involved, a decrease in public safety, and a radical departure from fiscal responsibility related to the theoretical origins of rehabilitation. Studies on topics ranging from costs of correctional centers to trauma experienced by youth in these systems, along with many others, are compared to identify specific areas for renovation. Evidence-based pathways are presented to address these concerns along with pragmatic strategies for utilization of a constructed theory focused on the relationship between diversionary policies, attrition, and growth through the reinvestment of existing resources.

Education must be accessible to all citizens, including those incarcerated in penitentiaries, to contribute to the socio-economic development of the countries. In Malawi, to enhance incarcerated people's access to quality education in correctional facilities, the Malawi Prisons Service (MPS) included education as a strategic objective in its five-year strategic plan covering the period between 2016 and 2021. This article analysed and compared this strategic education objective against reality to ascertain its implementation and relevance during the implementation period. Guided by Bunning's model of strategic planning, the study employed a qualitative content analysis research method using the 'hybrid approach'. The study mainly used data from the semi-structured interviews involving purposively selected 25 educators and officials from five young offenders' rehabilitation centres in Malawi. Findings revealed a mismatch between the contents of the strategic education objective and the actual reality. The study identified characteristics of Bunning's ritual approach since it was revealed that the strategic plan was developed to please the government and development partners. From the education objective viewpoint, the strategic plan was hardly used during the five years since the educational activities remained the same (even worse) after the implementation period. The young offenders' facilities were still stuck in the punitive philosophy, as evidenced by limited resources in the education section and the management's priority on coerced farming instead of education. It was recommended that the correctional administrations needed to prioritise the provision of quality education for school-aged offenders in correctional policies.

We found that there are disproportionately intractable challenges such as poverty and inequality in an area of Tanzania, Eastern Africa. There was a need to identify and develop the factors critical for their success. Data were collected in rural Iringa, Tanzania on a case study basis, using a semi-structured interview and communication with leaders in this area of Africa, and we analyzed data with a coded transcript. We identified ten factors that are critical for the success of the orphanage literacy. These findings advance understanding of non-governmental organizations (NGOs) and have important practical applications for such enterprises. When the United Nations literacy decade (UNLD, 2003--2012) reached a midpoint, we decided to add to the global awareness of literacy. With initiatives and policy shifts providing a stronger basis for action on literacy, we reached out to Africa. Our concern is that the rise in the global adult literacy rate (15+) from 76 to 83.6 percent over the last two previous decades shows steady progress, with the rates in developing countries showing an even sharper rise from 68 to 79 percent (Richmond, Robinson, & Sachs-Israel, 2008). Thus, we focused on students from grades four to twelve to foster their literary progress as well. This study included 58 students who were also orphans in Kihesa-Iringa, Tanzania. By creating a Coalition of Children's Book Authors, we established a common ground for global literacy in the form of an NGO. However, the complication in literacy levels exists due to the digital-divide challenges coupled with the expense and delay of material delivered to Africa from the United States. Thankfully, our concern has succeeded to have influence even through the digital divide posed several objectives. Our course of action included a comprehensive plan to reach the 58 orphans, train their leaders, and create interactive learning modules. Thus, our contribution to the literature has reacted to the needs of an African community that could use help in not only literacy but also literacy-leadership communication and knowledge-management.

The problem of juvenile delinquency is a social phenomenon that has existed throughout the history of humanity and a social issue that not only affects the growth of the economy and the maintenance of social security and order, but also has a significant impact on the function and role that the family of juvenile offenders play in society. Using quantitative research design and descriptive statistical methodologies were in the study. The purpose of our study is to evaluate the self-reports of 665 adolescents attending detention centres in Vietnam. This analysis will consider the adolescents' level of ability to self-awareness and expectations of the future maintained by adolescents; The research also discusses the efforts that adolescents have taken to achieve their expectations. The findings indicate that adolescents have a high level of self-awareness regarding regret for previous mistakes, and that self-awareness is indicative of a person who always tries for development and cares about the future. In addition, adolescents assert that they have lofty aspirations for the future and that, despite attending a remedial school, they are making positive efforts to achieve their objectives. Significant theoretical and practical contributions have been made as a result of the research. Providing educators and policymakers with a theoretical framework on which to develop the measurements and strategies that will help young people achieve their goals and be able to reintegrate into the community.

This study centered on the lived experiences of five community college students who were formerly incarcerated. Through interviews, the students shared their expectations before entering college, resources they found to be most helpful throughout their enrollment, and what they feel could make them more successful. The research focuses on the areas of academic learning, sense of belonging, and career preparedness. Results showed formerly incarcerated students were very independent when applying for college, but some standard procedures such as, applying for in-state residency for instance, are not streamlined. Formerly incarcerated students experienced difficulty using technology and finding the equipment and a quiet space to study. Active learning, connections with faculty and peers of similar interests, and helpful, trained advisors were all credited as adding to the success of formerly incarcerated students. These findings are discussed in relation to adjustments that can be made by community college administrators.

As schools across the United States begin to move away from the harsh Zero Tolerance policies that characterised the better part of the previous three decades, there is an opportunity to change the focus of school discipline. Frequently, school discipline policies are centred on punitive approaches that separate students from their peers. Rather than meeting the needs of these students, schools alienate them from their peers, teachers, and school communities. The goal of the education system is to provide children and adolescents with a quality education that will allow them to grow into productive and participating members of society. Zero Tolerance and school discipline policies were created to protect students, but, in practice, these policies have proven to be harmful and have unintended consequences. Too often, punitive disciplinary action in the school setting puts students on a pathway that leads into the juvenile or criminal justice system. Although the Zero Tolerance policy is a federal initiative, many states are beginning to realise the harmful impacts this policy has on students, especially marginalised students. As a result, states are beginning to pass legislation that veers away from Zero Tolerance, focusing more on alternatives like restorative practices. This article will explore these issues and share information on policies current states are using and the implications of these policies on students, as well as the school-to-prison pipeline.

Higher education in the correctional environment is endorsed globally as the most effective tool for rehabilitation. Studies from the Global North have researched correctional education and its accessibility, but few of those have focused specifically on incarcerated women's access to tertiary education online. Even fewer consider this topic within the context of the Global South. This study aimed to address that gap by providing a holistic perspective of South African women's experiences of e-learning and distance higher education while incarcerated. As a qualitative research study utilising feminist narrative inquiry, the lived experiences of seven women incarcerated in the largest correctional facility in South Africa are uncovered through narrative analysis. The findings describe women's pathways towards obtaining an education online, the challenges they encountered, and the role support played in their completing a tertiary degree through distance education. Ultimately, the findings reveal that online higher education moves beyond student rehabilitation, to enhance the overall well-being of these students and enable them to cultivate empathic relationships with their peers, which in turn fosters further education opportunities for incarcerated women in South Africa. [Note: The correct publication year for this issue is 2023.]

This paper illustrates the approach of co-creating education where co-creation was an important aspect of the curriculum design. It makes a case for prison-university partnerships through two pedagogical case studies -- one within a prison setting with a focus on soft skills acquisition and another in a Higher Education setting focusing on international criminal justice. Originating from the observations and reflections of an educator which led to a participatory action research opportunity, it asserts that actively teaching and learning together increases effective learning through better understanding and motivation, as well as giving access to the right to education regardless of 'space and place'. Using Iversen and Stavnskaer Pedersen's (2017, p.24) five stages to the design progression of co-creative teaching, the article discusses the process, progress, and evaluation of the practical approaches to teaching and learning and how they could form a beneficial and successful partnership when considered in tandem. It is recognised that by bringing higher education into the closed prison context, the universal right to education is realised, since people behind bars are given the same opportunities as students in the community. Furthermore, it further enhances aspects of civic responsibility and understanding through a lived-experience approach with the students in the community. Finally, the article illustrates how such partnerships show a significant adherence to the Council of Europe's (1990) Recommendations for Prison Education, giving prison educators a tangible 'what works' way forward in teaching and learning.

Education in the correctional environment is endorsed as an effective rehabilitative tool linked to reducing recidivism and improving reintegration. Unfortunately, while researchers from the Global North are particularly active on the subject of the accessibility of digital education in corrections, the same cannot be said for the Global South. Of further concern is that few of the studies conducted have focused specifically on incarcerated women's access to education. As discussed in the literature review to follow, research regarding higher education in corrections has the potential for expanding academics, stakeholders, and policy makers understanding of incarcerated students' pathways towards education attainment. Using an intersectional feminist framework, I argue that there is a need for further research on Global South and gender responsive perspectives on carceral education. Research on the topic can identify opportunities offered and challenges faced, as well as the possible implications for students broader societal functioning post-release.

The study explores selected South African correctional school Juvenile offender learners' experiences regarding the support received for improving teaching and learning and wellness. The study uses qualitative interpretive approach; open-ended questionnaire involving 21 juvenile offender learners was utilized to collect data. The theoretical framework applied in the study is Ubuntu and Wellness. Ethical measures were considered before and during the study. Findings revealed that teachers use various forms of teaching and learning in order to support juvenile offender learners in the correctional schools. In addition, security official, teachers, and peers collaborate with various stakeholders to improve the wellness juvenile offender learners. The teaching and learning support meet the needs of intellectual, social, physical, emotional, spiritual and career/occupational of juvenile offender learners. It also addresses barriers to learning, create favourable learning environment, enhance their wellness and improve their academic performances.

Drawing on experiential, literary and historical narratives, this article connects the long history shaping the school-to-prison-pipeline to the contemporary experiences of Black youth in today's educational system. It maps abolitionism from its origins as a movement to end slavery through the ongoing Black freedom struggles that have challenged state and vigilante violence throughout the eras of Jim Crow and Civil Rights to today's efforts to dismantle the prison state. By situating the criminalization of African American education from our nation's founding until the present with particular focus on the post Brown years, the article stresses how policies that funded policing over education persisted through liberal and conservative administrations. This longer and broader historical approach to school discipline should help teachers, school administrators and policy makers devise anti-racist teaching practices that can resist the seemingly unyielding and ever adaptable strictures of white supremacy, most recently evidenced in the attacks on "Critical Race Theory," "Diversity Equity and Inclusion" initiatives and so-called "wokism." By listening to how those who have been enslaved and incarcerated regarded education, I join a chorus of voices suggesting how we might structure our pedagogical choices as a fugitive practice that looks for solutions outside the institution and imagines as yet unthought of alternatives to the ways punishment is incorporated into today's public education.