Critical Andragogy and 'Momentary Emancipation' in a Prison-University Educational Partnership
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| Title: | Critical Andragogy and 'Momentary Emancipation' in a Prison-University Educational Partnership |
|---|---|
| Language: | English |
| Authors: | Alana Barton, Michael Cawley, Helen Elfleet (ORCID |
| Source: | Journal of Adult and Continuing Education. 2026 32(1):205-225. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Andragogy, School Community Relationship, Partnerships in Education, Correctional Institutions, Institutionalized Persons, Criminology, College Students, Males, Affordances, Barriers, Correctional Education, Program Effectiveness, Educational Environment, Foreign Countries, Student Attitudes |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1177/14779714251346397 |
| ISSN: | 1477-9714 1479-7194 |
| Abstract: | This article examines the application of a critical andragogical approach to the teaching of a Learning Together prison-university partnership course. The partnership was based in the North-West of England and involved final year (Level 6) Criminology students from The University of the Northwest studying and learning alongside prison learners from a Category D men's prison, HMP Westborough. Using in-depth interviews with former prison learners on the course, the article unpacks the benefits and challenges of critical andragogy in a prison setting. Whilst critically addressing the notion that critical andragogy can have long-term 'transformative' or 'rehabilitative' effects for incarcerated learners, this article focuses on the more immediate context of the learning environment, presenting a core finding that it can be a space for, albeit temporarily, 'momentary emancipation'. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499798 |
| Database: | ERIC |
| Abstract: | This article examines the application of a critical andragogical approach to the teaching of a Learning Together prison-university partnership course. The partnership was based in the North-West of England and involved final year (Level 6) Criminology students from The University of the Northwest studying and learning alongside prison learners from a Category D men's prison, HMP Westborough. Using in-depth interviews with former prison learners on the course, the article unpacks the benefits and challenges of critical andragogy in a prison setting. Whilst critically addressing the notion that critical andragogy can have long-term 'transformative' or 'rehabilitative' effects for incarcerated learners, this article focuses on the more immediate context of the learning environment, presenting a core finding that it can be a space for, albeit temporarily, 'momentary emancipation'. |
|---|---|
| ISSN: | 1477-9714 1479-7194 |
| DOI: | 10.1177/14779714251346397 |
