Abstract | This paper explores the potential of spaces framed by Higher level learning in a prison environment. It reflects on the case of the Open Academy, a unique wing-based higher level learning space in a long stay male prison. Managed largely by prisoner peer mentors, the Open Academy allowed distance learning students - and unregistered ‘self-study’ students - to come together to study (Bennallick, 2019). I consider the significance of the relationships and the space in understanding the impact of the Academy. By exploring the tentative development of learning communities (Lave and Wenger, 1999) and the delicate rehearsal of ‘studenthood’, I seek to establish the learning culture of the space (James and Biesta, 2007). The paper continues with a reflection on the downward trajectory of the initiative and the process of becoming the ‘Closed Academy’. I conclude by reflecting on the wider learnings for prison-based educational innovations and the potential position of Universities in mitigating some of these risks. |
---|