Working with Indigenous Learners in Prison

1. Working with Indigenous Learners in Prison Alicia Eugene

2. Overview • Setting the context: Indigenous disadvantage • Focus on Indigenous Education • Profile of Indigenous Offenders in Queensland • The privilege and the challenge • What works? • The opportunity

3. Indigenous Disadvantage in Australia • Higher mortality rates and lower life expectancy rates • Higher rates of chronic disease / illness • Indigenous mothers = twice as likely to have a low birthweight baby • Gross weekly incomes = 65% of non-Indigenous family incomes • Indigenous unemployment rate = 16% vs 5% for non-Indigenous • Indigenous people are hospitalised for spousal / partner violence at a rate 35 times more than non-Indigenous Australians • 7 times the homicide death rate • Adults = 13 x more likely to be imprisoned, juveniles = 28 x more likely to be imprisoned. Source: Productivity Commission, 2009

4. The Context of Indigenous Disadvantage • Cultural “trauma” • Undermining of traditional cultures • Stolen generation • Entrenched disadvantage (lack of access to education, services etc) in remote communities

5. FOCUS ON INDIGENOUS EDUCATION

6. 2009 Productivity Commission Report

7. 2009 Productivity Commission Report

8. 2009 Productivity Commission Report

9. Link Between Education and Offending • Research confirms a correlation between low levels of educational attainment and offending and between unemployment and offending • (NB direct causal relationship not established) • Reverse is also evident – i.e. employment is a protective factor against re-offending • Employment provides: • Access to a legitimate income • Improved self esteem • Regular routine / reason to get out of bed • Exposure to pro-social networks • Establishment of a “non-offending” identity • Kinner (2006), Callan and Gardner (2005), Saylor and Gates (1997), Graffam et al (2004).

10. PROFILE OF INDIGENOUS OFFENDERS IN QUEENSLAND

12. Figure 1. Prison Population 2006- 2007 to 2008- 2009 Source: QCS, IOMS

14. Source: QCS, IOMS

16. Source: QCS, IOMS

17. Educational Services Available in Prisons Across Queensland • AEVET Branch • Literacy and numeracy • Senior / Junior certificates • Education officers support offenders to complete tertiary studies as appropriate • Range of nationally accredited VET / Integrated with Industries

18. The Privilege and the Challenge • Working with one of the oldest cultures in history – Australia’s first nation people • Rich lores, traditions and knowledges • Culture that values family and kinship • Culture that values environmental stewardship

19. Indigenous Services Review • Questionnaires with 350 Indigenous offenders in custody (= 20% sample) • Interviews with a range of key internal and external stakeholders, including a number of remote communities.

30. Shared Learnings • Key stakeholders (including offenders themselves) recognise the fundamental value of literacy and numeracy • Education is seen as a key to employment and to a new start / non-offending • Overwhelming majority of Indigenous offenders surveyed want a job / access to a legitimate income

31. Challenges • English as a 2nd or 3rd language for offenders from remote communities • “Shame” to admit need to attend literacy / numeracy • Prefer Indigenous teachers / tutors but this is not always possible (recruitment issues etc) • For some offenders, being taught by female tutors was considered culturally inappropriate. • Westernised resources seen as not relevant for lived experience in remote communities. Some comments re “never need to do any readin’ and writin’”, “can get by without it.”

32. What Will Work? • Experiential vs didactic • Learning by doing • “Yarning circles” • Don’t single out individuals (“shaming”) • Usual best practice = don’t highlight mistakes, build self esteem and efficacy, develop rapport, work from a relationship-base • Cater for multiple intelligences / multiple learning styles • Be aware of the “desire to please” – won’t necessarily ask for help when needed / will give “desired response”

33. What will work? • Use visual and aural resources (art and music) • Make sure text is broken up on the page (lots of space) • Ensure resources combine text and associated images whenever possible • Encourage group-based learning • Make literacy relevant for adult learners • Functional literacy – filling in forms etc

35. Get “worded up” • Learn common / culturally-specific terminology (e.g. deadly, sister-girl, sorry business, yarning up, jealousing) • Learn to “talk around” – might take a while to get to the answer. • Build relationships – take the time to get to know people • If you have the opportunity, visit the communities • Do some research, learn to genuinely value and respect the culture

36. Examples of approaches that work in a prison setting • Help offenders to write letters home - a source of particular pride because it is shared with family • Find a common ground (establish interests etc) – develop your own resources that reflect these interests (e.g. AFL, fishing) • Study groups using yarning circles to share learnings • Use existing posters / directives in the prison as a basis for learning (e.g. reading a poster advertising visits times / process for using the phone system) • Encourage positive parenting – point out to adult learners that they will also be able to help their own children. Work with Indigenous learners to create “picture books” for their own children that are culturally appropriate. • LOTS OF PRAISE and POSITIVE REINFORCEMENT 

37. The Opportunity • Every small step towards addressing the gap in learning outcomes between Indigenous and non-Indigenous Australians counts! • Literacy and numeracy is interrelated with so many other aspects of disadvantage – unemployment, nutrition, health, etc. • Don’t be shy of planting “hope” and talking about a non-offending future.