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Educating Criminals in Nineteenth-Century England

十九世纪英国的罪犯教育

基本信息

批准号：
AH/L009692/1
负责人：
Rosalind Crone
金额：
$ 23.48万
依托单位：
The Open University
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2015
资助国家：
英国
起止时间：
2015 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FL009692%2F1
关键词：
Educating Criminals Nineteenth Century England

项目摘要

Rates of illiteracy remain stubbornly high among men and women confined in British prisons today. A House of Commons Education and Skills Committee report on Prison Education published in 2005 stated that 50% of male and female prisoners had reading skills, 66% had numeracy skills and 82% had writing skills at or below that expected of an 11 year old, while 52% of male and 71% of female prisoner had no qualifications compared with 15% of the general population. On the basis of this evidence policymakers and penal officials remain convinced of the necessity of programmes within prisons which address the educational deficiencies of prisoners. Less clear, however, is the extent to which such evidence should inform the development of prison education programmes, and how these programmes should relate to the broad and often conflicting aims of imprisonment.Moreover, these problems are by no means new. From the early decades of the nineteenth century, the moment at which the prison became the predominant form of punishment in England, concern was expressed about the educational deficiencies of prisoners, legislation was passed which contained provision for the instruction of prisoners in the literate skills (ie. reading and writing), and statistics were assembled to highlight the illiteracy of prisoners and support the development of educational programmes. The education of prisoners has therefore formed a core element in the evolution of our modern penal system. Yet, to date, there exists no study on the emergence of prisoner education in nineteenth-century England, a significant gap in our knowledge and understanding which this research project intends to fill.Specifically, this project aims to uncover the scale, character and impact of prisoner education between 1823, the passing of the Gaol Act, in which the government first legislated for the instruction of prisoners, and 1895, when the Gladstone Committee was convened to inquire into the provision of education in British prisons. For much of the nineteenth century, the English penal system was both decentralised and incorporated a variety of penal institutions. Thus to ensure that the study is comprehensive, this project will explore educational programmes developed in local prisons, national penitentiaries, public works prisons, hulks and convict ships. To this end, it will combine a range of evidence from 'official' and 'ordinary' sources, much of which remains largely untouched in the archives. For instance, while the reports of prison inspectors, select committee findings and policy documents formulated by the Home Office will be used to compile a broad survey of prisoner education across the period, this will be supplemented by detailed case studies based on the journals and reports of prison governors, chaplains, matrons, schoolmasters, and surgeon-superintendents, all of whom were responsible for the education of prisoners under their supervision at different moments. The quantitative evidence contained in prison registers will be used to chart the acquisition of the skills and the use of those skills (both sanctioned and illegal) by inmates over the course of their imprisonment. Records created by the prisoners themselves, including journals, autobiographies and manuscript letters (i.e. 'ordinary' sources) will be employed in an effort to recover the prisoner's voice.This evidence will be used to address four broad questions: what were the aims of prisoner education in the nineteenth century; what methods were employed to instruct prisoners in the literate skills; how did the practice of reading and writing within the penal environment educate prisoners in the appropriate use of the skills; and how far could prisoners use the skills of reading and writing to reclaim their agency within the coercive penal environment?

如今，英国监狱中的男女囚犯文盲率仍然居高不下。下议院教育和技能委员会2005年发表的一份关于监狱教育的报告指出，50%的男女囚犯有阅读技能，66%有计算技能，82%的写作技能达到或低于11岁儿童的预期水平，而52%的男性和71%的女性囚犯没有任何资格证书，相比之下，一般人口的这一比例为15%。根据这一证据，决策者和刑罚官员仍然相信，有必要在监狱内实施解决囚犯教育不足问题的方案。然而，不太清楚的是，这些证据应在多大程度上为监狱教育方案的制定提供信息，以及这些方案应如何与监禁的广泛和往往相互冲突的目标相联系，此外，这些问题绝非新问题。从世纪的最初几十年开始，监狱成为英国主要的惩罚形式，人们对囚犯的教育不足表示关注，通过了立法，其中载有教育囚犯识字技能的规定（即：阅读和写），并收集了统计数据，以突出囚犯的文盲情况，并支持制定教育方案。因此，对囚犯的教育，是本港现代刑罚制度演变的一个核心元素。然而，到目前为止，还没有关于19世纪英国囚犯教育兴起的研究，这是我们知识和理解上的一个重大空白，本研究项目旨在填补这一空白。具体来说，本研究项目旨在揭示1823年至1823年期间囚犯教育的规模、特征和影响。1895年，格莱斯顿委员会召开会议，调查英国监狱的教育情况。在19世纪的大部分时间里，英国的刑罚制度既分散又融合了各种刑罚机构。因此，为了确保研究的全面性，该项目将探讨在地方监狱、国家教养所、公共工程监狱、废船和罪犯船中制定的教育方案。为此，它将结合联合收割机的一系列证据，从“官方”和“普通”来源，其中大部分仍然在档案中基本上未动。例如，虽然监狱视察员的报告、特别委员会的调查结果和内政部制定的政策文件将用于编制一份关于整个时期囚犯教育的广泛调查，但这将得到基于监狱长、牧师、护士长、校长和外科医生主管的期刊和报告的详细案例研究的补充，他们都在不同的时间负责教育他们监管下的囚犯。监狱登记册中所载的量化证据将被用来记录囚犯在监禁期间获得技能和使用这些技能（包括认可的和非法的）的情况。囚犯自己创造的记录，包括日记、自传和手稿信件这些证据将被用来解决四个广泛的问题：19世纪世纪囚犯教育的目的是什么？在刑罚环境中的阅读和写作实践如何教育囚犯适当使用这些技能;囚犯在多大程度上可以使用阅读和写作技能在强制性刑罚环境中恢复其能动性？