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Paul, MarianneWhen Words Are Bars. A Guide to Literacy Programmingin Correctional Institutions.Core Literacy, Kitchener (Ontario).Ontario Dept. of Education, Toronto.; OntarioMinistry of Skills Development, Toronto.ISBN-0-9695074-0-291

104p.

Core Literacy, 58 Queen Street South, Kitchener,Ontario N1G 1V6, Canada.Guides - Classroom Use - Teaching Guides (ForTeacher) (052)

MF01/PC05 Plus Postage.Adult Basic Education; *Adult Literacy; ClassroomTechniques; Community Programs; Community Resources;*Correctional Education; Curriculum Development;Fducational Resources; Foreign Countries;Intergenerational Programs; *Literacy Education;*Prisoners; *Program Development; ReadingInstruction; *Teaching MethodsFamily Literacy

This five-chapter guide for coordinators ofcommunity-based literacy groups working with prisoners is illustratedwith prisoners' drawings. The first chapter examines issues affectinglearning behind bars. Topics covered include similarities to anddifferences from other programs, respecting the learner's culture,links between poverty and literacy and poverty and jail, statisticalfindings, and the effects of the prison environment on learning.Chapter 2 discusses the role of the community, including examiningfears and stereotypes, reintegration into society, communityvolunteers' roles, how prisoners learn from community tutors, and howthe community gains. In the third chapter, strategies to promoteliteracy are suggested, such as adopting the prison library,rewriting materials into easy-to-read formats, peer tutors, groupwork, one-on-one tutoring, working with teachers, thelearner-centered approach, work-related literacy, and familyliteracy. The fourth chapter gives advice on setting up the program,includihg information on how the type of J.nstitution affects theliteracy group, working cooperatively with other 1.'teracy groups,developing a regional plan, establishing a liaison, advertising theprogram inside, training tutors, resources, and inviting feedbackfrom learners. The final chapter providAs suggostions for continuingthe services upon release, such as setting up a meet:.ng space,dealing with problems, working in halfway houses, and networking withother agencies. Each chapter ends with a section of resources.Appendixes include facts and definitions; a bibliography listing 35Canadian publications, 6 literacy reports, 8 non-Canadianpublications, and 20 Correctional Services of Canada Publications.

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WHEN WORDSARE BARS

A Guide to LiteracyProgramming inCorrectionalinstitutions

By Marianne Paul

Published by Core LiteracyWaterloo Region, Inc.1991

2

Copyright © Core Literacy, Waterloo Region,Jnc. 1991

All rights reserved. This book may not bereproduced in whole or part, by mimeographor any other means, without permission fromthe publisher.

PublisherCore Literacy58 Queen Street SouthKitchener, OntarioN1G 1V6(519) 743-6090

Project Co-ordinatorDoug Rankin

Researcher/WriterMarianne Paul

Advisory/Editorial BoardNick BlazevicThe Rev. Stephen J. GrossLenore LattaAnne RamseyDoug RankinRobert Straby

Graphic DesignGraham Graphics

ISBN 0-9695074-0-2

3 Acknowledgements

When Words Are Bars was made possiblethrough financial assistance from the SpecialProject Fund of the Ontario Ministry of SkillsDevelopment. Core Literacy gratefullyacknowledges the support of the LiteracyBranch of the Ontario Ministry of Education.

Grateful acknowledgement is also made forpermission to reprint the following material.

Excerpts from A Rock and a Hard Place by Lisa HobbsBirnie 0 1990, published by Macmillan of Canada, aDivision of Canada Publishing Corporation.

Excerpts from "Compulsory Education Policy and theLiteracy Classroom," by Heather Stewart.

Excerpts from The Report on the LiNracy Needs of Women inConflict with the Law, by Barbara MacDonald, publishedby the Canadian Association Or Elizabeth Fry Societies.

Excerpts from The John fLavar4 Society Of Canada NationalLiteracy Project Report, by Kimberly Pate.

Excerpts from Words From Inside, published by PrisonArts Foundation, with special permission from StephenReid to reprint from his preface.

Excerpts from Prison founal, published by the Institute forthe Humanities, Simon Fraser University, including anexcerpt from Dr. Peter Murphy's article, "OfCensorshipand Prisons: Some Modest Proposals," Prison Journal No. 8.

How Many More Days by Nick Blazevic, first published ina book of his poems entitled Lost In Darkness.

Excerpts from Too Few to Count. Canadian Women inConflict with the Law, edited by Ellen Adelberg andClaudia Currie, 0 1987, published by Press GangPublishers.

Excerpts from Journal of Prisoners on Prisons, published in

Edmonton, Alberta.

4 Acknowledgements

Excerpts from Communications, Content and Cooperation: AnIntroduction to Psycho losy by Howard Davidson, to bepublished in the Spring of 1991 by Desilig Ltd. (Calgary).

Reading is Freedom by Shirley Duemo, originally publishedin The Westcoast Reader, Capilano College.

Excerpts from "Ex-Cons Land Softly on Street," by LiciaCorbel la, published in The Toronto Sun.

Excerpts from the Mission of the Correctional Service ofCanada and the brochure Adult Basic Education Program,published by the Correctional Service of Canada.

Excerpts from a draft copy of Volunteer Coordinail.:74Procedures Manual, Ontario Ministry of CorrectionalServices.

Excerp6 from Shaking it Rough: A Prison Memoir, byAndreas Schrceder, 0 1976, published by DoubledayCanada Limited.

Excerpts from Criminal Negled. Why Sex Offenders Go Free,by W.L. Barrett and Sylvia Marshall, © 1990, published byDoubleday Canada Limited.

Artwork by prisoners and parolees supplied and usedwith the permission ot, the Prison Arts Foundation.

Artwork by Rick Petsche, developed for Winter Films nillustrate the film production, The Other Prison.

Page 11

Page 39

3

Page 73

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Page 101

5

CONTENTS

A WORD AT THE BEGINNING

THE ARTISTS

Chapter OneA I OOK INSIDEIssues Affecting Learning Behind Bars

Chapter TwoREACHING INThe Role of the Community

Chapter ThreeSTRATEGIES TO PROMOTE LITERACY

Chapter FourSETTING UP THE PROGRAM

Chapter FiveUPON RELE ASEA Continuation of Services

AppendixFACTS AND DEFINITIONS

BIBLIOGRAPHY

INDEX

6111111.1

7 A Word at the Beginning

About the When Words Are Bars is written for

Guide co-ordinators of community-based literacygroups. It is hoped that others will also benefitfrom the Guide.

The word Guide has been carefully chosen. Itemphasizes that each correctional facility isdifferent. Rules, procedures, staff organizationand the needs of learners vary from institutionto institution. There is no one set of writteninstructions that will apply to every situation.

Neither is there a single way in which allliteracy groups operate. Literacy co-ordinatorsare encouraged to shape the information in theGuide to suit their individual program, theirlearners and the institution in which theyoperate.Feedback indicated at the beginning of thisproject that a need existed for a writtenresource that could be applied to a variety offacilities the local jail, a detention centre, aprovincial correctional centre or federalpenitentiary.When Words Are Bars is designed to meet thisneed. It gives general information that is usefulto literacy workers operating behind barsanywhere.

Notes andNetworks

Each chapter ends with a section called Notesand Networks. This section footnotesinformation, but is also meant to do more. Itprovides contacts for resources, books, journalsvideos, organizations and people importantinformation literacy co-ordinators may want tofollow up on their own.

8 A Word at the Beginning

Language Words such as 'in jail', prison and prisoner areoften used in the Guide to refer to allcorrectional facilities and the people servingtime within them. This is not to ignore the factthat there are differences between provincialand federal corrections in Canada and betweenthe various types of provincial facilities. Peopleprimarily interested in specific terminologymay want to read the Appendix, Facts andDefinitions, first.

Recognition Many people influenced the direction of WhenWords Are Bars. A sincere thanks is extended tothe members of the editorial/advisory board.Each one of you is reflected in the pages of thisbook.

Thanks is also due to those people who tookthe time to srite, talk on the phone, meet inperson or provide resources and contacts. Youare too many to mention by name, but yourinput was invaluable.

Thanks as well to Sandra Miner., JohnAhvenniemi, Shelley Borrowman, MichaelJohnson, Kimberly Pak, Pam Mayhew and Lisede Villiers. You are all busy people, but stillfound the time to offer your insights,knowledge and talent.

Finally, but most importantly, a spccialthanks to those learners, prisoners and formerprisoners who shared their ideas, emotions,intelligence and experiences either directlythrough conversations and interviews, orthrough their writings and art.

7

Front Cover

Back Cover

Page 11

Page 15

Page 23

Page 29

Page 33

Page 39

9 The Artists

The following works of art are supplied by thePrison Arts Foundation. The Mission of thePrison Arts Foundation is to aid and encourageartistic and cultural development in Canadiancorrectional institutions and in convictedoffenders, and to stimulate public interest inand involvement with the Canadian criminaljustice and correctional systems, convictedoffenders, and processes and programs ofrehabili.ation.

Title:Artis::Institution:

Title:Arast:Institution:

Title:Artist:Institution:






Point of View (1)Bjorn MuellerGuelph Correctional Centre, Ontario

Point of View (2)Bjorn MuellerGuelph Correctional Centre, Ontario

Day TimeCarl D. BiileyOntario Correctional lmtitute

Bear and EagleClint Shipman (Two Feathers)Sarnia Jail, Ontario

Joey's World: RememberingWally Johnston(Not known)

Chained AngerJames Boyle(Not known)

Self-portraitRoy "Kip" Ku IlySaskatchewan Peniientiary

Mo Iner and ChildRalston BennettToronto West Detention Centre, Ontario

Page 53

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Page 65

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I'age 101

Page 109

l'age 83

10 The Artists

Title: Snow LeopardArtist: Rodger LetkemanInstitution: Mountain Institution, British Columbia

Title: Cell Block 4CArtist: Linda SailerInstitution: Toronto West Detention Centre, Ontario

Title: The EagleArtist: Rosie TodorovaInstitution: Vanier Centre for Women, Onbrio

Title: Spyhill Blue.;Artist: Carey Dale EdworthyInstitution: Calgary Correctional Centre, Alberta

Title: Only A Pawn In Their GameArtist: Bjorn MuellerInstitution: Guelph Correctional Centre, Ontario

Title: CottageArtist: Fran SmithInstitution: Prison for Women, Ontario

Title: Moments for ReflectionArtist: Garry B. StephensInstitution: P.E.1. Provincial Correctional Centre

Title: (Untitled)Artist. Reggie liaglechildInstitution: Calgary Remand Centre, Alberta

Title: Seconds In Timertist: Gary Grassman

Institution: Maplehurst Correctional Centre, Ontario

Title: Home of the BraveArtist: Young OffenderInstitution: Gothic House, Toronto, Ontario

The following works of art are supplied by theartist, who developed them for Winter Films toillustrate the production, The Other Prison.

Titles: (Untitled)Artist: Rick Petscha

11 Chapter OneI1P.

A LOOK INSIDEIssues Affecting Learning Behind Bars

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Contents

12 Chapter One

Similarities to and differences from otherprograms

Respecting the learner's culture

Links between poverty and literacy

Links between Poverty and jail

Statistical findings

An urgent need for literacy training behindbars

The prison environment and its effects onlearning

Aspects of prison culture and the literacy group

The importance of being impartial

IssuesAffectingLearningBehind Bars

13 A Look Inside001101119111111W

Whether inside or outside prison walls, literacylearners share common goals. They want toimprove their reading, writing and numeracyskills. They want to feel good aboutthemselves, their accomplishments and theirpotential. Most want to be useful members ofsociety, to enjoy life, to be loved and perhaps tolove.

If we break down the barriers that categoriesput between us, and think simply aboutpeople, many of these goals are common to usall.

Jails and prisons form a community within thecommunity. As such, they have their ownculture. There are values, viewpoints, ways oflife and codes of conduct peculiar to life behindbars, and supported by the majority who livethere.

The place where prison learners work towardtheir goals is dramatically different from otherplaces. Participation in a program behind barsis not the same as participation in a program inthe community simply because the learnersare in jail.

Community literacy workers leave behind theworld of bars and guards, the mle of law calledthe "inmate code," the regimentation andanonymity of an institution, the boredom of"doing time." They catch a glimpse at what it isto be imprisoned, but that is all, because thedoors unlock for them. They may sympathize,but they can't truly understand what theirlearners' are experiencing, unless theythemselves have served a sentence behind bars.

Similarities in iearners' goals and needs, anddifferences in their environment and situation

Culture andLiteracy

14 A Look Inside

these are the main ingredients of thechallenge facing community-based literacyprograms which operate behind bars.

The two aspects should not be viewed assepa r.te or in opposition. Together, they are afact of life for the prison learner.Community-based literacy groups must keepboth in balance in order to offer a program thathas relevance for those in jail.

Literacy groups are becoming increasinglyaware of the need to recognize and respect thecultures of learners in their programs. Withoutsuch understanding, literacy groups riskalienating the people they seek to serve.

Culture affects learning. We can't viewourselves in isolation from where we've beenor where we are. Our experiences andsurroundings are part of a tapestry that givesus definition, that makes each of us unique.

Literacy programs must be conscious of theculture of the people they serve, whether it isinfluenced by race, religion, economics, class orincarceration.

The literacy worker has the dual responsibilityoi respecting the heritage and background ofthe learner, as well as recognizing the demandsof the prison culture within which the learner isplaced.

Many of those in Canadian jails, for exarnple,are Native people. Statistics show that in 198910.6% of all men serving time were Native byrace, and 14.4% of all women)

These figures become even more significantwhen we realize that only 2% of the Canadian

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15 A Look Inside

1 4

Poverty andLiteracy

16 A Look Inside

population is Native (status and non-statusIndians, Metis and Inuit).2

In a paper presented at Masqui Prison, HeatherStewart, an instructor in literacy and Nativeeducation programs, stated:

...the Native prisoner is facing double jeopardy[when taking literacy classes]: incarceration andassimilation, by means of a literacy curriculum;rorn a culture other than his own. However, itis also well documented in contemporaryeducation literature that Native people canbenefit from mainstream education when, butonly when, they have an understanding of theirheritage and when their self-esteem is intact...3

This chapter deals with issues affecting peopleserving time, including aspects of prisonculture. It is important that literacy workersunderstand prison culture, but at the sametime, respect the heritage of individual learners.

Respect is integral to the learning of literacyskills. Programs help to cultivate respect bydemonstrating a sensitivity to the issues, needsand values that are important to the individual.

Poverty and illiteracy are often linked. Theysometimes form "Catch-22" cycles readingand writing skills being required to find andkeep a job and financial stability being thevehicle for gaining these skills.

Many of those struggling to make ends meet donot see literacy as a solution to their poverty.Literacy takes a back seat to imme&atedemands. If identified as a goal, literacy isviewed as an "extra," something to beaddressed in the future after other needs aremet. The "Catch-22" cycle continues.

17 A Look Inside

In 1989, the Canadian Association of ElizabethFry Societies issued the Report on the LiteracyNeeds of Women in Conflict With The Law. Thereport notes that women who come in contactwith the Society:

do not tend to see literacy as a priority: theywould rather have jobs and stable lives. Theytend not to see the connections between literacyand employment, since they view a job not as acareer, but as a mechanism for earning moneyin the short term.'

Those who worked with the women identifiedrequirements more urgent than literacy:

[While the majority] felt there is a great need forliteracy programming, agencies must deal withthe immediate physical and financial needs oftheir clients first; literacy training comes a farsecond.'

A challenge is spelled out forcommunity-based literacy groups. There is aneed to educate others on the primaryimportance of literacy training. This includesthose who may be the recipients of suchtraining and those who are in a position torefer them to it.

The community-based literacy group must alsoexamine its programs, and then shape them toensure they are relevant to the immediateneeds of each learner. Literacy must not bepresented as something "separate" fromeveryday living, but as an integral part of it.

But still another challenge is issued tocommunity-based literacy groups through theElizabeth Fry Society report. That challengeto enter and deliver programs inside Canadianjails and prisons.

Incarcerationand Poverty

18 A Look Inside

"Literacy needs should be addressed within theinstitution, while there is time that is generallywasted," an Executive Director of the ElizabethFry Society explained. "Even in a 30-daysentence, significant inroads could be made asthe start of a positive experience. Women areopen to learning at these times. They havenothing to lose, but lots to gain."6

Poverty is linked to both illiteracy andincarceration. A former parole board member,Lisa Hobbs Ph nie, noted in A Rock and a HardPlace:

One only hi s to work in any prison for a fewdays to realize that prisons are institutionsprimarily for the poor.'

This is not to say that many poor people arecriminals, or that well-to-do people are alllaw-abiding, nor to deny that the criminal hasfree will. It is simply to say that most criminalswho are caught and incarcerated are theproducts of poverty. White collar-crime isdifficult to prove and you don't findwell-educated or middle-class people in theloaup for holding up a 7-Eleven store with apenknife, doing a series of neighbourhoodbreak-and-enters, or clobbering a cab driver forhis money. The well-off already have the thingsthat can be obtained from this type of crime."

Poverty affects those in jail in many ways. If ahusband is convicted and sent to prison, thewife often finds herself struggling to make endsmeet. If he is transferred, the family may haveto move close to the institution in an attempt tokeep bonds intact. Savings are often spent topay lawyers' fees, or cover household expenses,such as food and shelter. Family members onthe outside also "do time."

Literacy andIncarceration

19 A Look Inside

The cycle continues. Those who have beenreleased sometimes return to crime and jail.Many are unable to find employment becausethey lack the skills that are needed on the jobmarket. Others lack basic literacy skills, or havehad them eroded through lack of use while injail. Still ethers must contend with the "mark"of having been imprisoned. Employers do notwant to hire them.

Todd is serving time at a provincial jail. He isthirty years old, and cannot read or writebeyond recognizing the letters of the alphabet.He took literacy training because he thought itwould help him make parole. He dictated achildhood memory to his tutor, creatingmaterial for learning. The material sheds lighton why he hadn't nystered literacy skills, andon his childhood poverty and neglect:

I left home when I was eleven years old. I livedin a park and slept with a sleeping bag over me.I had sardines for food and bread. I collectedpop bottles. I smoked cigarette butts and tookfood from the winos.

Studies show that many in Canadian jails havepoor literacy skills. According to statisticscompiled by Correctional Services Canada,approximately 65% of those entering the prisonsystem for the first time are functionallyilliterate. A 1981 Canadian census sets thestatistics at 39% in provincial jails, and 70% infederal prisons.9

An informal estimate given in the Elizabeth FrySociety literacy report states that 50-80% ofwomen coming through the agency haveliteracy needs. The hn Howard Society of

Using It orLosing It

20 A Look Inside

Canada National Literacy Project Report does notprovide statistics, but points out that:

certainly, the majority of those who work withoffenders arid other groups with similarsocially-disadvantaged characteristicsacknowledge that there is a noticeable lack offunctional literacy skills amongst the membersof such groups.")

t he Southam Literacy Survey found thataimost one in every four Canadians isfunctionally illiterate (these figures do notinclude those in jails and prisons). StatisticsCanada confirmed such findings in a 1990survey.

In a society that had taken the ability to readand write for granted, these numbers startledCanadians out of complacency toward literacy.Yet, if we accept the Southam statistics as valid,alongside those from Corrections Canada, theresults are even more startling. The prisonpopulation has more than twice the numberof individuals functionally illiterate than doesthe non-prison population.

Broken Words, the Southam Literacy Report,tells us that literacy skills erode over timewithout use. A "use it or lose it" philosophyprevails. Practice is required to maintain aliteracy level achieved.

Literacy is dependent upon active participationin the world of print. This means using wordsand numbers in daily living. Use of literacyskills must be a constant and lifelong activity."

A high percentage of those tested and found tobe functionally illiterate in the Southam Surveysaid they had more than a grade eight

Environment

21 A Look Inside

education (half reportPd they had attendedhigh school; one-thin.4 had graduated from highschool; and one-twelfth had graduated fromuniversity). While this suggests that educationlevels do not necessarily mean correspondingliteracy levels, it also suggests that individualswho had enough literacy skills to get throughschool have lost these skills since.

The Southam survey also found that many ofthose who hal completed fewer than eightyears of formal schooling proved when testedto be functionally literate. They had acquiredthe basic literacy skills outside of a schoolsetting.

These findings have a particular bearing uponthose in jail. Incarceration can erode literacyskills simply because they are not put to use tothe extent necessary to keep them sharp. Thisfact can be devastating to the person who hasserved his or her time and is trying to fit backinto society. Skills that were once adequate mayhave deteriorated to the point where jobhunting, or other tasks, suffer.

Literacy, therefore, is a concern not only for theperson who was tested and found to befunctionally illiterate at the beginning of his orher sentence, but also for thLse fund to beliterate with 'borderline' results. A person cango to jail marginally literate, a a come outfunctionally illiterate.

Learning hinges upon stimulation. Thisstimulation may come from a wide selection ofbooks or other resources, open discussion ofideas and issues, or thr3ugh participation in theprint-related world.

22 A Look Inside

Most prison libraries are limited in theirselection and hours of operation. Materialswhich a tutor brings to the literacy session maybe censored or delayed while gaining securityclearance.

Security is a fact in any controlled setting,whether a federal penitentiary, a provincialcorrectional centre or a city jail. Thecommunity-based literacy group may beunaccustomed to restrictions. The model for itsoperations is beyond prison walls, and many ofthe new rules seem to conflict with the goals ofthe literacy program.

As one correctional officer put it, people on theoutside often don't understand the situationinside "The spine of a hard-cover book," hesaid, "can hide a knife."

New tutors coming to a jail are often surprisedby the drabness of the physical surroundings.The outside world is one of sensory overload,with colours, objects, signs and symbolscompeting for attention all part of theprint-related world upon which literacy independent.

A woman, taking a correspondence course at amaximum security prison, submitted a story toher teacher. The story told about a world thatwas grey. The tables were grey. The walls weregrey. The grass and trees were grey. Only themain character was brightly coloured. Sheknew that somewhere far away there was aplace where everyone liked her, but she onlydimly remembered it. This place, too, wasbrightly coloured.

The teacher was moved, and then startled whenshe realized that the writer had drawn on her

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21

BuildingWalls

24 A Look inside

own experience to create the fictional world.The story was a metaphor for prison. It pointedout the monotony of prison life the lack ofintellectual, emotional and sensory stimulationbehind bars.

One young man, who had received atemporary absence pass from a federalpenitentiary, talked about returning to theprison early, overwhelmed by the stimulationwhich is part of everyday city life:

The cars were moving so fast, people rushingabout in the stores Christmas shopping, Icouldn't take it...

In one community-based literacy program,tutors realized that sessions behind bars almostalways began with the learner asking about theweather. Usually, such remarks are simply anattempt to make conversatiun. But within themaximum-security institution, where the menspent most of the time indoors, and timeoutside was restricted, the question takes onnew meaning.

The lack of emotional stimulation behind barsis as much a product of self-censorship asanything else. In order to survive, people buildwalls around themselves. It makes the "time"more tolerable. In an interview in Prisonjournal, a prisoner explained:

... any feelings you come in with you got to buryit, or put it deep behind a wall... a person mightnot be able to come to terms withanother personreally close to them after he has been in for along time. I, myself, have buried my feelings foranything Whatever feelings I did letout were

0 0 really guarded. You tend to do that. It becomes4.. an automatic reaction.'2

25 A Look Inside

Prison is an environment that feeds uponweaknesses. Building walls around oneselfhelps to disguise those things that will, in alllikelihood, be perceived as weaknesses byothers. Illiteracy is one of those things.

It takes courage for the person in thecommunity to seek help reading and writing.The need for courage is even greater for thosein jail, where there are few secrets, and there islittle tolerance for "weaknesses."

Sensitivity Learners in jail will, at times, be preoccupiedwith concerns that take precedence overliteracy sessions. These may include sentencing,parole hearings, appeals, requests fortemporary absences or other issues. They mayinvolve family or problems in personalrelationships made all the more frustratingbecause the learner cannot leave jail to take careof them. They may involve emotionalresponses such as anger or depressionresulting from the day-to-day realities of beiozin jail.

The tutor needs to show sensitivity towardswhat life in jail is like and how jail may affectlearning. It means lookinE, at things from thelearner's perspective and recognizing that itwon't always be the same as your own.

One teacher leading a writing workshop in awomen's prison spoke of a ride on yacht toexplain a point she was trying to make. Shethen realized the insensitivity of her remark.The women were serving long sentences, andmany were poor. They had never ridden on ayacht, nor were they likely to. The example hadno relevance to their lives.

r) 3

Preservingthe "I"

26 A Look InsideVOMMINNIMMI& 410111%110111111MIIMMIEWIIISI

In the preface of Words from Inside (Vdume 9,1989), the anthology of the Prison ArtsFoundation, Canadian author and formerprisoner, Stephen Reid, wrote:

...walk into any Canadian city lockup - whereno writing instruments are permitted - and thefirst thing to strike you will be the amount ofgraffiti scratched on the walls, into the tabletops,and b;Jrned onto the ceiling.., prisonerseverywhere have ar,ways felt the need to leavetheir mark, to make sense of their world. Novelshave been written in berry juice, diaries havebeen inscribed on cigarette papers, and poemscarved in bars of soap.

...Locked away in a prison, held separate fromthe world, made to move daily through a hostileand menacing environ w:iere murder is not ametaphor, ideas are contraband, and sex is justa memory, the prisoner possesses an experiencecapable of rendering some of the most simple,most profound statements there are to be madeon t:le human condition.

...All writers grapple with the "in-exactness" ofthe written word; many writers lack technicalpiowess. Prison writers are no exception. Butprisor writing will always be unique, often rawand powerful, because it is writing healexperience, not about it. )3

Perhaps it is the intensity of the prisonexperience that demands a voice. Perhaps it isthe difficulty in maintaining an individualidentity. The written word reinforces the factthat there is still an "I."

Those in jail dress alike, eat the same food atthe same time, are locked into cells at the sametine, wake up at the same time, are counted a`the same time and are identified as numbers.But their words belong to them alone. This

`x

27 A Look Inside

underscores another vital reason for literacytraining behind bars.

Emotions Anger, frustration and pain are words usedoften by prison writers. Being in jail isfrightening, threatening and lonely. Time takeson a new role as a Captor. The sky becomes asymbol for freedom ... walls and bars are aconstant reminder of a lack of it.

But then, prison is not meant to be "pleasant."As one correctional officer put it, "they're injail." That sums up the reality. It is "in jail" thatthese learners set out to learn. That act alonedeserves respect and support from members ofthe literacy community who know of thechallenges learners face, even under ideallearning conditions.

Nick Blazevic participated in a community-based literacy program in jail. His poetryechoes themes that reflect the re4lities of life forthose behind bars.

How Many More DaysIt seems like a million days have gone bysince the last time I saw the vast blue .4cynow I am just a prisoner of Himall my future plans are on the line

-ing alone and not feeling safesitting he,.e and not btins bravehow many more days will I be in this painliving alone, slowly going insanehow many more days will I cry out loudnot feeling safe, with a dangerous crowdh Ai/ many more days must I stay in hereas I struggle through this life of for. :4

Self-Esteem Adults enrolled in literacy training were oftenunsuccessful in the regular school system.

28 A Look Inside

Many had "failing" grades, and "dropped out"at an early age. Negative experiences at schoolreinforced later feelings of inadequacy, leadingmany adults to the false conclusion that "theycan't learn because they are stupid."

Those within prison are not immune to suchfeelings. It is reasonable to assume thatnegative feelings about learning and educationare magnified in an setting in which it isestimated that more than half of the populationis functionally illiterate.

Kim Pate interviewed prisoners andex-prisoners about their experiences with theformal education system. She wrote in the JohnHoward Society National Literacy Project Report:

Those interviewed reported that many of thepast educational experiences of offenders arequite negative and unhappy. Reports rangedfrom accounts of individuals being ostracizedby students and teachers alike because oflearning difficulties to stories of the labelling ofnew students based upon the transgressions ofolder siblings or other family members.

I lome situations were often reported as havingbeen somewhat lacking in supportive,educational guidance and frequentlyemotionally as well as physically abusive. '5

Abuse is often part of the upbringing of thosewho end up in jail, according to Lisa HobbsBirnie. In prison, she found:

a sub-stratum of society where abuse is thenormal pattern of child hood, and a stable, loving,nurturing beginning the exception. lb

She kept a tally of the family and social historyof all the people between the ages of eighteenand forty she interviewed as a member of the

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SomeAspects ofPrisonCulture

27

30 A Look Inside411110

parole board. She discovered that 78% had been"cruelly abused" when they were young.'7

At the 1990 annual conference of theCorrectional Education Association, prisoneducators from around the world g.hered toexchange ideas. One theme was stressedrepeatedly. Learners inside have low self-esteem.They lack faith in their own abilides or potential,particularly with respect to learning. It isprobable that childhood abuse is a contributingfactor to these feelings, as well as the prisoner'spast failures within the educational system.

Successful literacy workers are sensitive to theneeds of adult learners. They recognize that, formany of the people who participate in theirprograms, previous attempts to master bash:reading and writing skills have beenunsuccessful. Tutors are careful to create alearning environment that is non-threateningand where the learner experiences early success.This is extremely important in a jail or prisonwhere opportunities for success are minimal andlow self-esteem is common.

Preson Journal, a collection of poetry, shortstories, essays and interviews, is published bythe Institute for the Humanities at Simon FraserUniversity in British Columbia. The aims of thejournal are -to provide an arena for the captivevoices of those who are imprisoned; to be aspotlight of raw illumination on their condition;and to offer a forum to all those concerned withcarrying out a serious examination of thephenomenon of prison."

The 1989 issue of Prison Journal exploredcensorship. It examined factors that are part of

31 A Look Inside

life behind bars the monitoring of visits,searches of prisoners, and sometimes theirvisitors, and the reading of mail.

The exploration took an unexpected turn.Censorship of prisoners by prisoners becamean issue. Some writers refused to have theirwork featured with the work of former guards,prisoners detained in Protective Custody and"skinners" who had been convicted of sexcrimes.'9 They claimed they wouldn't associatewith such groups in prison neither wouldthey in print.

Another aspect of prison culture that mayaffect the literacy group is the strict rule of '"usagainst them at all costs', no matter who hasdone what and what you might know aboutit.20

Jails, by their nature, set up a dichotomybetween those "kept" and their "keepers." Oneprisoner explained:

As individuals, some [correctional staff] arefine people, and in another situation, we mighthavo been friends, but I hate them now becauseof the job they've chosen.

A dimension is added to the concept oflearner-tutor confidentiality in an environmentwhere being "solid" or trustworthy is ofhighest value. Informants are shunned by theprison population.

A literacy co-ordinator told of a situation inwhich learners in prison "tested" the group byfeeding false rumours to the tutors. A responseby correctional staff to the rumours wouldhave been "proof" that the program could notbe trusted, ard so would have sounded itsdeath knell.

32 A Look Inside

The literacy co-ordinator suggested that tutorsshould not discuss information that would putthemselves at risk or compromise thereputation of the program from either theperspective of the learners or of the prison staff.This requires steering clear of conversationsthat must be reported. Other topics includethose that may result in the tutor being asked todeliver items, or perform other tasks.

Impartiality Once a person enters jail, conduct is monitoredand evaluated. There are reports to be issued,and decisions to be made by prison staff andothers in the criminal justice system. Thesedecisions affect transfers, parole, counsellingopportunities, sentences and privileges.

As Ellen Adelberg and Claudia Currie noted intheir introduction to Too Few To Count, CanadianWomen in Conflict with the Law:

Most of the women we met were young andpoor. Very few finished' high school, and stillfewer had any training for the job market.However, as a result of coming into conflictwith the law, their lives were laid open forinspection and judgment by various people inthe justice system...2'

The community-based litera-..y group may beexpected to participate in sucZ1 judgments byreporting behaviour and progress ofindividuals during sessions. But to do so willchange the nature of the tutor-learnerrelationship. It will shift emphasis away fromthe primary focus of the program to improveliteracy skills.

A literacy woiker who has never visited aprison before is hit with a barrage of

33 A Look Inside

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34 A Look inside

experiences. Depending upon the security levelof the institution, there are such things as wire A Final Wordfences, armed guards patrolling the perimeterof the facility and watching froln towers, videocameras monitoring movement, staff behindblack-tinted glass in the reception area, doorsbuzzing locked and unlocked with each personpassing through them, "frisks" or searches oflearners, and the sights and sounds of familiesvisiting and then separating.

Sympathy for the learner is easy to feel, and notnecessarily to be avoided. It is important,however, that literacy workers not to be drawninto the "we-they" dichotomy that often existsbetween prisoners and correctional staff.Recognize and respect it, a literacy co-ordinatoroffered, but don't become part of it.In practice, this means acknowledging as validthe tensions that exist on the part of staff andprisoners in any lock-up situation. It meansrecognizing the need to maintain animpartiality. It means obeying the rules of theinstitution, but at the same time, showingrespect for the learner.

Notes andNetworks

35 A Look Inside

Jail brings a unique and difficult set ofconditions to the teaching (and learning) ofliteracy skills. Each person involved in theprocess has demands placed upon him orher that are out of the ordinary. Thesedemands require patience, creativity,sensitivity to the perspective of others and,at times, compromise. A literacy programbehind bars has little chance of succeedingwithout extra effort from, and thecommitment of, all learners, literacyworkers and prison staff.

I. Statistics are taken from the booklet, !;asic Facts AhoutCorrections In Canada 1990. This and other brochuresare available by writing to: Communications Branch,The Correctional Service of Canada, 340 LaurierAvenue West, Ottawa, Ontario, K1A 0P9.

2. See Lisa Hobbs Birnie's book, A Rock and a Hard Place,for a discussion about Native people and Canada'scriminal justice system, as well as insights about theparole system in general. A former member of theparole board, she says her purpose in writing the bookwas "to explain how the board works, and to illustratethe human context within which it functions." Thebook is published by Macmillan of Canada.

3. Heather Ste wart coordinated the prison educationprograms that Fraser Valley College delivered forCorrections Canada: literacy, life skills and NativeEducation. For further information on her paper,"Compulsory Education Policy and the LiteracyClassroom," write: Heather Stewart, Director,Toti:lthet Centre, P.O. Box 3359, Mission, B.C.,V2V 4J5.

4-6. The Report on the Literacy Needs of Women in Conflictwith The Law is available from the CanadianAssociation of Elizabeth Fry Societies, Suite 600 - 251Bank Street, Ottawa, Ontario, K2P 1X3. Written as a

36 A Look Inside

result of a research project aimed at determining thelinks between illiteracy, poverty and crime, it is anexcellent look at the needs of women in conflict withthe law, and is an invaluable resource for literacygroups aiming to provide services to this group.

7-8. Lisa Hobbs Birnie, A Rock and A Hard Place.

9. These figures are compiled by the Correctional Serviceof Canada, and are based upon testing of prisoners asthey enter the federal system.

10. The John Howard Society of Canada National LiteracyProject Report is available from John Howard Society,55 Parkdale Ave., Ottawa, Ontario K1E 1E5. Thereport comprises three volumes, and gives literacygroups an overview of the issues involved in offeringprogramming in a prison environment.

11. Broken Words contains articles about literacy thatoriginally appeared in newspapers across Canadaduring September, 1987. Written by Peter Calamai, thearticles are based on the findings of the Southamnational literacy survey. The booklet offers a broadlook at literacy ir, Canada. One article dealsspecifically with prison literacy programs: 'Prisoninmates insist "carrot-and-stick" programs don'twork.' Copies of Broken Words are available for $2 bywriting to Literacy, Southam Newspaper Group,Suite 900, 150 Bloor Street West, Toronto, Ontario,M5S 2Y8.

12. The quotation is from Prison Journal. No. 5, December1985, Prison Journal features creativt work andinterviews by and about prisoners primarily, thoughnot exclusively, in Canadian prisons. It is publishedby the Institute of Humanities, Simon FraserUniversity, Burnaby, B.C., V5A 1S6. Subscriptions andback issues are available. Prison journal No. 7 dealsspecifically with prison literacy.

13. Words from Inside is the annual anthology of the PrisonArts Foundation, a charitable organization which"recognizes and encourages creativity and talent, andprovides progressive educational and rehabilitativeopportunities for inmates and parolees." It features

37 A Look Inside

selected written entries in the Prison Arts AnnualCompetition. The visual arts and crafts submissionsare displayed in an Exhibition which tours cities andinstitutions across Canada. For more information,write: Prison Arts Foundation, 111 Darling Street,Brantford, Ontario, N3T 2K8.

14. The poem originally appeared in the book Lost inDarkness, featuring work by Nick Blazevic. Nick'spoem "She" appears in Words from Inside, the 1990issue of the anthology of the Prison Arts Foundation.

15. John Howard Society National Literacy Project Report.

16-17. Lisa Hobbs Birnie, A Rock and A Hard Place.

18. Prison Journal, No. 8, deals with censorship. Dr. PeterMurphy's article, "Of Censorship and Prisons: SomeModest Proposals," observes that: "In jail, censorshipis a fact of life: mail is censored, visits are censored...Within the prison world, censorship involvesconformity to or challenging of a number ofcodes, those of the authorities or the prisonersthemselves. The underlying issue is whether extremeforms of censorship are justified or necessary. Orwhether they are unwarranted intrusions into one'sbasic rights, those which must remain even in theprison context."

19. Criminal Neglect. Why Sex Offenders Go Free, is writtenby Dr. W.I.. Marshall & Sylvia Barrett, and publishedby Doubleday Canada. It provides insight into sexualcrimes in Canada, and the treatment of thoseconvicted of them. Interestingly, the authors alsorelate the link between incarceration and poverty:"Although sex offenders who are imprisoned tem tobe unemployed, unskilled or semi-skilled workerswho have poor educations and few social graces, thisis most likely due to the selective nature of theinvestigative and judicial process. Offenders fromdisadvantaged social classes are simply more likely tobe charged, convicted and incarcerated than men frommore privileged ranks in society."

20. The quotation is from Shaking It Rough, A PrisonMemoir, by Andreas Schroeder. It is a deeply moving,

38 A Look InsideMVP alt!! /NV

well-written, and thoughtful look at the prisonexperience. A reviewer writes: "In this memoir youfeel the wrenching iso:ation of prison, the constantneed to get along, and even the gnawing worry thatyou may never be able to adjust to the "outside" whenyou finally get out."

21. Too Few To Count. Canadian Women in Conflict with theLaw is edited by Ellen Adelberg and Claudia Currie,and published by Press Gang Publishers. The editorsstate that "approximately 98,00C ,tharges were laidagainst women in Canada in 1984, and at lt 8,000served time in prison." They add: "This book is apioneering effort to define the problems related towomen's conflict with Canadian law, am: to point outavenues for change."

39 Chapt& Two

REACHING INThe Role of the Community

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40 Chapter Two

Examining our fears and stereotypes

Reintegration into society

Community volunteers have a role to play

How learners in jail gain from community

tutors

How the community gains

41 Reaching In

A Dual Jail People who are illiterate and in jail areimprisoned twice. First, there are the cells, bars,walls and guards. Then, there is the other kindof prison, less tangible, but just as confining,with bars made of words. Shirley Duemodescribed this other prison in her poem.

FreedomFreedom to me is being able to read.I would fill my life with books.And read and read and read.Not being able to read is like jail,A jail you build yourself.Stone by stone, bar by bar, block by block.But when you learn to read,the jail you build for yourselfslowly begins to come down.'

WhoseResponsibility?

On a daily basis, literacy workers confront therealities of those trying to cope in a worlddesigned for the literate. They see the humanside of the statistics that state one in every fourCanadian adults cannot read and write wellenough to function adequately.

Every person who musters the courage toapproach a literacy program and ask for helphas a story to tell. Every person has individualreasons for wanting to learn and personalexperiences about how illiteracy affects his orher life.

It is no different for people in jail.

Literacy workers reach out to those in theircommunity who need help mastering literacyskills. They may feel hesitant, however, aboutextending the same services to those in jail. Fearis often a factor. They don't want to becomeinvolved with people who are criminals.

0 0

ExaminingtheStereotypes

42 Reaching In

Such hesitancy is understandable. We are

bombarded with information about crime from

many sources. We read about it in newspaper

and books. We see clips about it on the evening

TV news. We watch movies and television

dramas with plots that revolve around criminal

acts and people who commit them.

But much of what we read, hear and see is

sensationalized. Our stereotypes do not apply

to most of those serving a sentence.

Society at large sets jails apart from itself. We

ignore the people who inhabit them. In our

minds, they exist outside the community. It is a

collective shunning.

Yet, "they" may be family, friends, neighbours,

even ourselves. "They" come from all

segments of society and will return to society

when their time is served.

Crime involves a large number of us. Thirteen

percent of those in the adult population in

Cana(' have criminal records. In total, that's

2.5 million people. On a yearly basis, more

than 189,000 people are sentenced to serve time

in Canada' federal and provincial correctional

institutiont...

The Canadian Centre for Justice Statistics puts

the average daily number of adults imprisoned

in Canada in provincial and federal institutions

at 27,727. That number does not include people

on probation, parole or mandatory supervision.

If we add this group to the total, on any given

day, there are more than 110,000 people either

serving time behind bars, or finishing up their

5entence "on the street."3

3G

43 Reaching Inesommme.

Violent crimes accounted for only 10% of the2.4 million Criminal Code offences in 1989.Property crimes were 60% of the total. Theprevalent stereotype of a "criminal" as someonewho is violent does not apply to many inconflict with the law. Neither is it true thatthose in conflict with the law represent a smallsegment of our society. Many of us areinvolved, and this cannot be ignored.4

Reintegration Experts talk about the importance of a smoothtransition to the community for those releasedfrom jail. Experience and common sense tell usthat people who have trouble fitting into societyincrease their chances of ending up behind barsonce again.

Reintegration into society is often viewed as aone-way street. This street leads from the jail tothe community. But the street can also lead theother way. The community needs to reach "in"to those behind bars before they findthemselves out of jail and unsure where to turn.

Literacy training works behind bars for all thesame rea..nns that it works on the street.Learners gain an improvement in self-esteem.They are able to function more effectively inways defined by themselves to be important.Opportunities increase. Literacy gives peopleskills to participate in their world in new ways.

A Need forL teracyBehind Bars

Just as in other places in our society, the humanside of illiteracy shows itself in jail. The writtenword becomes paramount for a persontransferred to an institution away from familyand friends. Letters serve to keep intact ties thatbind relationships together.5

37

TheAdministration

44 Reaching In

A researcher tells of an incident in a federal

penitentiary where he was startled to discover

a prisoner's written tests indicate ' extreme

psychological problems that had not been

apparent ir, their conversations. With further

probing, the researcher discovered thediscrepancy was a result of illiteracy. The man

had copied the answers rather than admit he

couldn't read or write. It is not difficult to

imagine the complications in terms of

treatment that the false test results coule, have

caused.

Literacy skills are needed benind bars in many

ways. Forms are used to make requests and

register complaints. Some programs and jobs

require literacy skills. Reading a book can pass

the time and provide its own form of escape.

Some institutions insist that requests for

personal items, such as soap or deodorant, be

made in writing.

The possibihties for the use Of literacy are

extensive, and as varied as the ii,Jividual."

Correctional Services Canada (CSC) hasearmarked literacy as an educational programpriority. In 1987, it began irk intensive literacy

initiative, and set a goal of 4,050 students in

federal facilities completing the Adult Basic

Education program (grade eight or equivalent)

between that time and the end of 1990. CSC

statistics 3how that the goal has been exceeded.

A CSC pamphlet states:

There is no doul,t that illiteracy results in a

tremendous waste of human potential. The

3 r.%social costs are enormous both for the offenders

themselves and their families. As well, illiteracy

45 Reaching In

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46 Reaching In

is an additional handicap for any released

offender trying to fit back into the community.

Those who can read and write stand a much

better chance of finding and holding a job than

those who are illiterate, and those who can read

and write can have further training in programs

where literacy is essential for participation.'

The role of the community volunteer in

teaching literacy is recognized:

Instruction [Adult Basic Education

Programming] can be provided not only in a

traditional classroom setting, but also in small

groups or through individual tutoring.

Community volunteers and inmate tutors are

encouraged to teach offenders in one-to-one

settings.8

Recently, the CSC developed a new Mission

document. It is the framework within which

policies and plans are developed and decisions

made. The Mission Statement reads:

The Correctional Service of Canada. as part of

the criminal justice system, contribuies to the

protection of society by actively encouraging

and assisting offenders to beconw law-abiding

citizens, whileexercisingreasonable, safe, secure

and humane control.9

The document goes on to explain how the CSC

views programming and communityinvolvement in fulfilling its mission:

We recognize that the establishment andmaintenance of positivecommunity and family

relationships will normally assist offenders in

their reintegration as law-abiding citizens.

The involvement of community organizations,

volunteers a nd outside professionals in program

development and delivery will be actively

encouraged.'°

`-/

47 Reaching In

Finally, the CSC sets as Strategic Objectives theneed to "ensure that volunteers form anintegral part of our program delivery ininstitutions and the community," and the needto "mobilize community resources to ensurethat offenders, upon release, are provided withsupport and assistance."

The grassroots effort of community tutors is amajor strength of the literacy movement. Theone-on-one pairing of tutors and learners hascaught the imagination of the public, and inturn has inspired others to volunteer their time.With so many people committed to making adifference on an individual basis, success can'thelp but be achieved on a larger scale.

Literacy groups need to know that their effortscan extend to the prison population.Community volunteers play an important rolein Canadian jails at both the provincial andfederal levels.

An Ontario Ministry of Correctional Servicesmanual states:

In the Ministry's Goal and Objectives it is themandate of Correctional Services to provideprograms which will assist offenders with theirrehabilitation in the community. This process isachieved through interaction with communitygroups and agencies.

In all cases, a primary objective is to provideprograms tha t afford the offender opportunitiesto change to a more pro-social life-style and tobecome a contributing member of thecommunity. The ministry has made it clear thatthe inclusion of volunteers is a permanent facetof the corporate plan. '2

Advantagesof theCommunkyTutor

4 ..

48 Reaching In

Improvement of the literacy of the prisonpopulation is the primary reason for

community literacy tutors volunteering to work

behind bars. The training, expertise andresponsibility of the community-based literacy

group lies in this area. This is where efforts

should be focused.

One speaker at the 1990 Correctional Education

Association Conferenceemphasized that everyeducative project in prison is useful for the

simple reason that reaching out to others is

what it is to be human. Literacy training and

other programs have value in themselves, and

need no further justification. He cautioned

literacy workers against getting trapped intotrying to resolve the larger issues, instea,' of

thinking about helping individuals.

Community tutors bring specific advantages to

the learning process. By doing what they do

that is, help someone develop literacy skills

and doing it well, they help ease the transition

of the learner back into society. Positivesubsidiary outcomes other than direct literacybenefits often result from tutor-learner

relationships.

Through the volunteer, the learner maintainscontact with the outside world. Links of this

kind are often severed in a lock-up situation

where interaction is primarily with staff,prisoners or other players in the criminal justice

system. This severing makes the return tosociety all the more difficult for the person who

is released. The community volunteer can be a

bridge.Communicating with someone other than staff

or prisoners is a break from the daily routine of

TheClmmunityGains

49 Reaching In

jail and an incentive to participate in literacyclasses. Social and verbal communication skillsare engaged another "plus" that easestransition back into society.

Community-based literacy programs are oftenviewed favourably by those in jail simplybecause they are sponsored by the communityand operated by volunteers, rather than by theinstitution and correctional staff.

The literacy worker is "neutral." There are nostrings attached to the relationship orpreconceived roles defined by the "we-they"dichotomy that permeates prison. The literacysession is an opportunity to relate to someonein ways other than those demanded by theusual players inside prison walls.

The content of literacy sessions can easetransition back into society. By using materialsdirectly relevant to the needs of the individual,the learner can prepare himself or herself forlife on the outside.

A gGod match links people with commoninterftts. It provides the learner with theopportunity to explore conient areas that he orshe considers meaningful, while at the sametime mastering basic literacy skills. The personwho wants to be a mechanic or an artist or starta business can learn a great deal from avolunteer literacy tutor knowledgeable in theappropriate field. The community memberbecomes a valuable resource and a positive rolemodel.

The community also gains from participation inliteracy training behind bars. It sees firsthandthe workings of the criminal justice system. It

A Final Word

Notes andNetworks

43

50 Reaching In

begins to take responsibility for meeting the

need3 of those in jail. It has a betterunderstanding of the issues affectingincarceration. It moves in a positive direction to

provide individuals in the prison populationwith the literacy skills necessary to function in

society.

We often have preconceived ideas aboutWHAT people in jail are like, and aboutWHO they are. Statistics show us that they

are the people all around us. People in jail,

and others who come in conflict with thelaw, are part of the community. To offer

literacy opportunities to them is within themandate of the community-based literacygroup and not outside of it.

1. The poem originally appeared in The Westcoast Reader,

Capilano College, 2055 Purcell Way, NorthVancouver, British Columbia, V7J 3H5.

2-3. The statistics given are taken from a booklet entitled

Basic Facts About Corrections in Canada 1990. The

booklet gives statistics on a wide variety of topics and

is available, along with other publication3, from:

Communication BranchThe Correctional Service of Canada340 Laurier Avenue WestOttawa, OntarioK1A 0119

The Correctional Service ,,f Canada also makesavailable, upon request, a number oipublications dealing with correcOons in Canada.

4. Statistics Canada.

5. Jan Walker has written a series of booklets, "Reaching

Out To Family," for use in prison education programs.

51 Reaching In

An excellent resource for the literacy tutor is thebooklet entitled Letters. It is written in easy-to-readlanguage, and takes the tutor/learner through a seriesof exercises. For more information, contact: DelmaWrites, 7116 Stinson Avenue N.W., Suite 215, GigHarbor, WA., 98335.

6. The Other Prison is an excellent resource for thecommunity basee, literacy group for tutor training andgeneral public education. Thi: film/video dramatizesthe effects of literacy on a person's Vie behind bars. Itdescribes how the "first faltering steps towards literacyin a tense environment of a federal prison becomes thecatalyst for a unique story of one man's struggle forpersonal empowerment." For further information,contact:

Winter FilmsP.O. Box 1286 Station BOttawa, CanadaKIP 51(3

Other films and videos are available from the NationalFilm Board of Canada. Although they do not deal withliteracy in jail in particular, they are useful to sensitizeliteracy workers to the prison environment and to thoseissues that may affect learning behind bars. Four titlesare Tiers; A Warehouse For Bodies; Cell 16; and The 7thStep to Freedom. For further information, contact:

National Film Board of Canada1 Lombard StreetToronto, OntarioM5C 1J6

7-8. The pamphlet is entitled Adult Basic Education Program,and is one of a series published by the CorrectionalService of Canada on education opportunities inCanadian penitentiaries. For further information aboutAdult Basic Education in federal institutions contact:Director, Education and Personal Development, TheCorrectional Service of Canada.

9-11. The booklet entitled the Mission of the CorrectionalService of Canada is available from: Publishing andEditorial Services, The Correctional Service of Canada.Also available for showing is a video cassetteexplaining the Mission Statement.

41

52 Reaching In

12. Education in provincial correctional institutions is

within the jurisdiction of ti. Ontario Ministry ofCorrectional Services. For further informatio bout

how literacy grovps can serve the prison population

in provincial jails, correctional centres, and other

facilities in your area, contact:

Ontario Ministry of Correctional Services

Educational Co-ordinatorP.O. Box 4100200 First Avenue WP

North Bay, OntarioP1B 9M3

Information is also available from:

Literacy BranchOntario Ministry of Education625 Church St.6th FloorToronto, OntarioM4Y 2E8

53 Chapter Three

STRATEGIES TOPROMOTELITERACY

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54 Chapter Three 55 Strateges to Promote Literacy

Adopting the prison library

Rewriting materials into easy-to-read formats

Peer tutors

Group work

One-on-one tutoring

Working with teachers

The learner-centred approach

Work-related literacy

Family literacy

Books, journals and other resources

Providing choices

Learner-Tutor Match

Some MoreIdeas

One-on-one tutoring is the method with whichcommunity-based groups are most familiar. Avolunteer is matched with a learner and theymeet on a regular basis, in this case, at thecorrectional institution.

But there are many other ways the literacygroup car Irve the prison population.

One approach involves "adopting" theinstitution library. Volunteers catalogue thebooks and/or expand or improve the libraryselection.

Another contribution the literacy group canmake involves simplifying literature for theprison population. One of the blocks for thosewho read poorly is material that uses difficultlanguage. Volunteers can rewrite materials orcreate new material to provide an easy-to-readformat using plain language.

Core Literacy provides the regional detentioncentre in its region with a pamphlet that isdistributed to prisoners on their release. Itprovides basic information about organizationsand services in the community. Included arecontacts for housing, food, clothing,employment, social services and literacytraining.'

A teacher in a provincial institution notes thatmany of her students want to pursue aneducation in vocational fields. She points to apressing need to have printed materials on suchtopics available for studenis in Adult BasicEducation classes. She appreciates communityvolunteers and can see an added role for themin revising technical material into easy-to-readformats for use in literacy sessions. In

Peer Tutors

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56 Strategies to Promote Literacy

particular, she would like to have more peoplewith vocational backgrounds, or otherspecialized job experience, voiunteer as literacytutors in correctional institutions. She sees arole for the communicy-based literacy groupfinding these people, and training them as

tutors.

It is not unusual for those with literacy skills injail to help others read and write. Thecommunity-based group can facilitate theseinformal sessions by providing such peoplewith the skills and materials to be effective

tutors.

Every learner is different and has differentlearning needs. Sony.. work best with acommunity tutor, others with a peer tutor. In

some institutions, community volunteers andpeer tutors both provide literacy training.

Every approach has its advantages. Peer tutorsare in a better position to understand the needsof the learner, simply because they are both injail. Many people who have spent time lockedup say that it is impossible for others to trulyunderstand the experience unless they've beenjailed themselves.

Personal growth and satisfaction are importantaspects of any literacy match as much the

tutor as the learner. A peer tutor develop. nisor her own self-esteem by helping anotherperson. Opportunities to demonstratecompassion and a caring attitude do notpresent themselves often behind bars. A peertutor-student relationship may provide such an

opportunity.

57 Strategies to PrImote Literacy

Groups Providing literacy training in a small groupsetting is another option. There are benefits in agroup that may appeal to some learners andbetter meet their needs than one-on-onetutoring.

The Report on the Literacy Needs of Women inConflict With The Law proeuced by the ElizabethFry Society suggests thatmany women learnbest in a group, rather than in isolation. Theyenjoy the opportunity to interact with otherwomen and to address issues of relevance tothem, such as child care, spousal abuse andwomen's health issues.

The same report points out that such groupsseem to work best without male participation.Their research shows that men tend todominate a group, with the result that womenand their needs take a back seat.'

Many people teaching Life Skills in acorrectional institution find that those in jailbenefit from the opportunity to interact withina group. Such interaction is a skill needed in thecommunity, where the demands of the workforce dictate that people must be able to workeffectively with others. Just as there are few jobsin today's society where literacy skills are notmandatory, there are also few jobs wherepeople will not be expected to work with othersto reach a goal.

Providing aChoice

Group work, however, is not for everyone.Some learners are more comfortable workingindividually with a tutor. They require theindividual attention and lesson planning thatare part of a learner-tutor match. They benefitfrom a program designed to meet their specific 4 9

One-on-One


needs and allow them to progress at their own

rate.

Those who work best in a one-on-one situation

may want to stay in this environment even after

their literacy improves. Others learn mosteffectively surrounded by people. Both styles

are valid. Neither is better in itself, but may be

better for the individual. It is important toprovide a choice,

The high percentage of those in jail who have

been tested and found to be functionallyilliterate makes it reasonable to assume thatmany have had unsuccessful experiences with a

traditional learning system. The classroom, forwhatever reasons, did not work.

Group work does not always mean a traditionalschool environment or approach to learning.Yet, for many who cannot read or write, itconjures up images of personal failure atschool. They believe they are incapable oflearning. They have, at times in their lives, beenlabelled "stupid" or "unteachable", and even

now may see themselves in this way.

In a prison population, where self-esteem islow, the risk of failure or ridicule may mean a

person won't pursue literacy training if groupparticipation is involved. The chance of

personal embarrassment is too gre it.

Community tutors play a special role withthese learners. Peer pressure is not a factor in

the learning situation. The one-on-oneapproach of a learner-tutor match buildsself-confidence. The volunteer who designschallenges so that success is experienced early

on, and often, helps the learner understand that


',

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Working withthe Teacher


words and numbers belong to him or her too.

Past failures become less important.

In some institutions, teachers employed byCorrectional Services Canada, or the provincialMinistry of Correctional Services, are on staff.

In others, teachers are contracted through thelocal school system. Courses offered may range

from Adult Basic Education to university

accreditation.

Other facilities, particularly those that jail

people on a short-term basis, may not offer any

education programs.

Teachers and community tutors can worktogether to provide the kind and level ofliteracy training in jail that an individual needs.

A teacher may request that a communityvolunteer meet on a one-to-one basis with a

student who needs extra help. Such a match is

extremely helpful where there are students at

many different levels.

Some learners will want to pursue a formaleducation. They may set long-term goals, such

as entering high school, or taking an automechanics course. Their goals may mean that

they will have to enter a formal school

program.

One-on-one tutoring or tutoring in smallgroups can be an effective stepping stone. It can

provide the learner with the basic skills andconfidence to move into a classroom situationwhen he or she is ready.

4.

Unlocking Adults have their own reasons for wanting to

the Bars improve their literacy skills. Not all want to

CreatingIndependence

61 Strategies to Promote LiteracyAMNI 1

further their education in terms of "gradelevel". Some want to master those skills whichwill help them function in their daily lives injail, and in the community when released. Tothem, the freedom that literacy provides maymean reading a newspaper, or filling out a jobapplication, or knowing what the postings sayat the.Employment Centre, or counting changewhen buying cigarettes. It may mean reading anovel, or going to the library and picking outbooks in a chosen field of interest.

A major accomplishment of the literacymovement has been a shift in thinking torecognize that education means different thingsto different people. Not all learning is measuredby diplomas or grade levels. It is also measuredby our ability to cope in society and fulfil ourdreams. Nor does learning stop at a certain ageor stage in our development. It is a life-longpursuit. It takes place on a continuum as ourgoals and abilities change.

Literacy removes some bars and allows us topursue our dreams in whatever form ordirection they take. No one approach tolearning is the best approach for everyone. Weare all different. For many, the community tutorworking on an one-to-one basis with a learnercan provide the key that unlocks the doors.

Perhaps the tutor's most importantaccomplishment is to ignite an excitement forlearning in the learner. This is done by fosteringconditions so that the person develops apositive attitude towards literacy and his or herpotential to master it. It mer Is designingsessions so that the person not only takesownership of words, but takes control of the

Learner-CentredApproach

r

62 Strategies to Promote Literacy411==11..11.=

direction of his or her learning. The tuto: mustprovide opportunities for the learner to sit inthe driver's seat, and not simply be a passengeralong for the ride.

No match lasts forever. In a jail situation,learners are released or transferred. Or theymay participate in different programs, orfurther their education or personal goals inother 1,.'ays.

The effective tutor fosters an environment inwhich the learner will no longer need him orher. An independence is created Throughliteracy training, the learner gains the skills tomove on to the next stage of his or herdevelopment. This may be higher education, ora job, or self-directed learning through booksand other printed materials. It may simply beusing literacy in everyday tasks to function insociety at the level at which the person issatisfied.

Acquiring literacy skills as an adult is not easy.One way to help adults beconw interestedabout learning is through topics and materielsthat ar personally meaningful to theindividual. In this learner-centred approach,the needs and environment of the learnerprovide the base on which the content of theliteracy sessions is built. The material isrelevant to the person, and therefore, capturesinterest.

Providing a meaningful program for learners assoon as possible is extremely important in apopulation where many have failed in theeducation system or dropped out. They have tosee that literacy training is relevant to their life

Meeting theNeeds of theLearner


and that they can succeed at it. Success is thebest feedback.

In a detention or remand centre where ;(earnerswon't be in the facility for long, literacyco-ordinators suggest practical sessions that willshow people in a very short time how literacyskills can affect their lives positively. Thenlearners will feel more comfortable contactingliteracy services in their community, or in theinstitrtion to which they are sent.Short sentences in a provincial correctionalfacility present an even greater need for alearner-centred approach to literacy, since manyof those jailed will be back on the street sooner,looking for jobs, affordable housing, and thelike.

The learner-centred approach is more difficultin practice than in theory. The tutor must setaside preconceived ideas about what the learnershould learn and how he or she should go aboutit. The tutor must demonstrate flexibility andgood listening skills in order to recognize, andadapt to, the needs of the learner.Learning styles differ. The learner-centredapproach requires that the tutor adapt his or herpresentation to suit the individual. Some peoplelearn best by listening to tapes or by using someother format dependent upon sound, such asreading aloud or conversation. Those who haveproblems sorting out and rememberinginformation that they hear would not find theseapproaches effective. They may processmaterials visually, and enjoy graphics.Others may be tactile and learn best when thesession relates literacy to skills with which the

Work-RelatedLiteracy


learner is familiar, such as carpentry, or auto

mechanics.

The learner-centred approach can apply at

many levels. Ideally, it means creating anindividual program for each person. It is

designing the literacy session to suit theinterests, goals and skill level of the individual.

The prison population has its own uniqueconcerns and issues. The tutor who uses thelearner-centred approach is sensitive to theseand considers them in designing the literacysession. They become the basis for learningmaterial if they apply to the needs of the

particular person.

Poverty is a reason why many are in jail.

Sessions may be designed to deal with issuesimportant to the learner about to be released,such as affordable housing, community foodbanks, job centres and social agencies.

Many lack skills needed in the job market.Upon release, finding employment becomeseven more difficult with the added stigma of a

jail term.

Learners, therefore, may want to focus onwork-related literacy. This may mean a variety

of things, depending upon the goals of the

individual. Possibilities include learning howand where to search for a job, filling outapplications, preparing effective resumes andwriting letters.Work-related literacy may also meanconcentrating on skills needed for entry intotraining courses. It may involve learningterminology for specific jobs, or working on

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PrintResources


literacy tasks associated with them. Or it mayinclude information about organizations in thecommunity that will provide further trainingupon release.

A parenting program in an American prisonsupported the efforts of literacy workers bymaking available children's books. Participantsread the books with their tutors. Special visitingtimes were then arranged for learners to readthe books to their children.

The program was a success in several ways.Visiting is often a difficult time for families.Through reading, parents shared a specialmoment with their children in a place wheresuch moments are few. Child and parentlearned a new way to respond to each other andbonds were strengthened.

A positive step was also taken to break thecycles of illiteracy that often plague families.Children whose parents do not read to them, ordo not see books or other printed materialsused regularly in the family, often developliteracy problems of their own.

Communications, Content and Cooperation is alearning package developed by HowardDavidson to accommodate adult learners in aprovincial institution. Davidson set out tocreate literacy materials which would meet theneeds of adults during their time in prison andafter their release into the community. This wasnecessary because learners:

found it impossible to complete their courses inthe usucAly short period of time determined bytheir sentences. Motivation was difficult to

PrisonWritings

67 Strategies to Promote LiteracyelElmiImmmIMMIIwimm. 111=

sustain in an environment not conducive tolearning. Traditional materials did not help. Itbecame clear that for those who could notcomplete more than a few weeks of work, therealistic objective would be to create a new desirefor learning.3

When asked what they w- Aild enjoy studying ifreading difficulties did not stand in their way,learners preferred psychology. The result was atextbook written at a grade five reading level.Included are themes on topics such as dealingwith frustration, anger and conflict.

Literature written by the prison populationprovides another source of learning material.Books and articles by authors in jail also help thetutor understand the prison experience, andbecome aware of issues that may affect thelearner.

Good materials include Words from Inside, theannual anthologies published by the Prison ArtsFoundation featuring creative writing and artwork by Canadian prisoners,'and th PrisonJournal, featuring poems and stories, articles andessays.5

The Journal of Prisoners on Prisons is alsoinformative and useful. It publishes "research byprisoners and former prisoners on the range oftopics related to the experience and politics ofcrime and punishment."6

The journals are available to the public bysubscription and to those in jail at special rates.Words from Inside is also available to both groups.Books and novels by Canadian authors who arespending, or have spent time in jail, can be foundat bookstores and libraries!

Sparking anInterest

Respect

)

68 Strategies to Promote Literacyill111

Many correctional institutions have in-housenewspapers written and produced by prisoners.These may also be suitable for use by learners in

tutorials.

As well, learners can generate their ownmaterial with the help of the tutor. The PrisonJournal welcomes submissions from prisonerseverywhere, including new readers and writers.

Prison Journal No. 7 features work by literacylearner Peter Farrell. Included are writings suchas "What you are about to hear is True andFaults," "looking out a window," and "this storsis writen about me, PETER DEMITRO."

The challenge for the literacy tutor is to findmaterials and topics that spark an interest in theindividual and to make these the basis ofliteracy training. Although suggestions havebeen offered, tutors need to remember that theprison population is made up of individuals.Suggestions given may or may not beappropriate for a particular learner.

The learner-centred approach depends uponrespect. The tutor must respect the learner'sability to make decisions that will influence thedirection of his or her learning. This meansgiving the person responsibility for what he orshe learns.

By its very nature, jail does not facilitatedecision-making. Life is regulated, and personalchoice is limited.

One woman who served time saw this lack ofpower to make decisions as a factor stripping aperson of dignity and self-esteem:

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When people think about prison they think ofviolence and drugs and manipulation andintimidation, which exist, but they don't thinkabout all the small deprivations that accentuatethe differencesbetween life and .reedom. Neverbeing in the dark, never being out in the rain.These are some of the things society wouldnever think of when they visualize life in jail.

Besides losing all freedom, she added, adevastating part of being in jail is that peoplenever have choices to make:

[People] go for years not having to make anytangible decisions in prison, and then one daythey're free, and bang, all of a sudden there arehundreds of decisions to be made daily.'

The learner-centred approach returns choice tothe learner. With this action, comes a measureof dignity and self respect. As one tutor warns,however, the process is not always easy. Peoplewho are unaccustomed to making decisionsmay at first find it difficult.

But as Paulo Frieire stated, literacy is notsimply a banking system of education wherethe teacher deposits information into the brainof the student. It involves reflecting upon ourworld, and being able to change it.

Literacy arises from a dialogue between tutorand learner, rather than a monologue. And thatis what respect between tutor and learner is all

about.9

A Final Word

Notes andNetworks

6 2


Most adults want to know that what theyare learning is relevant to their lives.Otherwise, learning is viewed as somethingto be avoided, rather than a life-long pursuitthat will lead to new challenges andaccomplishments. The learner-centredapproach focuses on the individual. Thelearner exerts influence on what he or shelearns and how it is learned. The content ofthe sessions revolves around his or herinterests, capabilities and choices. Becauseeach person is different, literacy trainingcan take many forms: peer tutoring, one-on-one with a community volunteer or groupwork. There is no one way to meet the needsof the prison population. Flexibility andcreativity are the keys.

1. For further information or a copy of the pamphlet,contact Core Literacy, 58 Queen Street South,Kitchener, Ontario, N1G 1V6.

2. Report on the Literacy Needs of Women in Conflict WithThe Law, pages 14-16. For more information, see"Notes and Networks," Chapter 1.

3. For more information about the Communications,Content and Cooperation text contact: HowardDavidson, CCC Project Coordinator, John HowardSociety, Ontario, (416) 925-2205.

4-5. For further information on the Prison Journal and theanthologies of the Prison Arts Foundation, seeChapter 1, Notes and Networks.

6. Although the language in the journal may be difficultfor beginning readers, the publication is extremelyuseful for those who want insight into the prisonexperience. The Journal of Prisoners on Prisons states:"With few exceptions, the articles you read on crime

72 Strategies to Promote LiteracyOMMIMEN11.

and punishment are written by criminologists,sociologists, journalists, and other professionals in thecriminal justice system.... however; the professionalresearcher lacks the insights and analysis of people forwhom imprisonment is or has been the reality of theirdaily existence. The Journal of Prisoners on Prisons is

attempting to make this perspective heard..."

For further information, contact:Journal of Prisoners on PrisonsP.O. Box 60779Edmonton, AlbertaT6G 2S9

7. Canadian novels and autobiographies written aboutthe prison experience by those who spent time behindbars include Inside Out. An Autobiography by a Native

Canadian, by James Tyman; I'd Rather Be Wanted ThanHad: Tlw Memoirs of an Unrepentent Bank Robber, byMicky McArthur; Go-Boy! and Bingo! Four Days in Hell,

by Roger Caron; lack Rabbit Parole', by Stephen Reid;'Simkins It Rough: A Prison Memoir, by AndreasSchroeder; and Square fohn: A True Story, by TonyMcGilvary and Marlene Webber.

8. The quotations originally appeared in an article in theToronto Sun, "Ex-cons land softly on street," by LiciaCorbella. The speaker, a worker for the Elizabeth FrySociety, served three years at Kingston's FederalPrison for Women, and now counsels youngoffenders.

9. Paulo Freire's theories on literacy and teaching areexpressed in his book Pedagogy of the Oppressed. Anarticle in the Prison Journal written by Erling V.Christensen and entitled "A Pedagogy for theRepressed? The Politics of Prison Education"discusses concepts of education and literacy as he seesthem applied in Canadian prisons. It is athought-provoking follow-up to the book by PauloFreire. Another resource that discusses Freirean ideasis Freire for the Classroom, A Sourcebook for Liberatory

Teaching, edited by Ira Shor. Although it does not dealwith prisons in particular, it offers .1racticalsuggestions on how to apply Freire's theories te theteaching situation.

73 Chapter Four

SETTING UP THEPROGRAM

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Contents

74 Chapter Four

How type of institution affects the literacygroup

Working co-operatively with other literacygroups

Developing a regional plan

Establishing a liaison at the institution

Advertising the program inside

Training tutors

ResourcesInstitutional rules and volunteer screening

Confidentiality

Protocol

Inviting feedback from learners

The literacy program as facilitator

The "vulnerability" of learner and tutor

Each Programis Unique

Type ofInstitution

75 Sefting up the Program

Each literacy group will have its own uniqueway of delivering literacy services. No twocommunity programs will be the same. Methodswill have been developed over time throughexperience and in response to the needs oflearners and the community.The same is true for programs operating inside aprison or jail. No two are identical.

Many of the ideas presented in this chapter aresimply suggestions. Literacy groups areencouraged to modify them to suit their ownneeds and those of the institution within whichthey work.

The community-based literacy group maysimply want to help people behind bars improvetheir literacy skills. Whether the institution in itscommunity is federal or provincial may seem tohave little bearing on this goal. And in someways, it doesn't. Many of the issues concerninglearning behind bars are the same, regardless ofthe place of incarceration.

There are, however, some important differencesthat will have an impact upon the way theliteracy group sets up its program. In aprovincial institution, for example, stays areshorter. Tutors emphasize the importance offocusing on basic literacy skills needed tofunction in the community.

The type of institution affects the literacyprogram in other ways For example, peoplemay be grouped toget1 er in a particular facilityby age, sex, security risk or for other reasons. Aprogram designed for teenagers will be differentfrom one designed for adults, simply becauseinterests and needs are different.

A RegionalPlan

76 Setting up the Program

Another important consideration is that thereare two levels of government in Canadaresponsible for operating correctionalinstitutions. Litel.acy groups will want to findout whether the facility in their area is underthe jurisdiction of the provincial government,or the federal government. Correctionalcontacts will change accordingly. Other factorswill be different, too, such as the rules of theinstitution and the type of programmingalready in place.

For further information about corrections inCanada, refer to the Appendix: FACTE ANDDEFINITIONS.

More than one literacy program may beoperating in the area surrounding a correctionalinstitution. By combining resources, "peoplepower" and ingenuity, literacy programs canwork co-operatively to meet the diversifiedneeds of the prison population. A regional planwill ensure that ser vices are not duplicated andthat important needs are not ignored.

Lit .!racy training is presented in varied ways.School boards, community colleges,community-based groups and others al,contribute to the effort. And so it should be.People have different learning styles andaspirations. By contacting the regional literacynetwork and establishing a way to worktogether, groups can ensure that they offer aneffective and balanced service.

Upon consultation, literacy gr oups may decideto divide duties. For example, one group mayapproach the parole and probation offices inthe region and focus on providing services for

Liaison

77 Seaing up the Program

those released into the community. Anothermay approach provincial or federal institutionsand provide one-on-one tutoring. If there areseveral institutions (group home, halfwayhouse, detention centre, etc.), this responsibilitymay be too large for one group to handleeffectively, and so could be shared.All ple_as are dyendent upon the correctionalinstit-tion. Correctional staff may suggestliteracy projects that would benefit the facility.They may assist local groups to shape plans tosuit the needs of the specific prison population,or complement existing educational programs.

Initial contact is made with the person incharge of the institution (usually theSuperintendent or Warden, depending uponthe type of facility). Once plans have beenpresented and approved, another member ofthe correctional staff may be assigned to act asa liaison.

Because the community-based literacy group ison the outside, it needs a link with theday-to-day operation of the institution. A staffmember dedicated to the importance of literacytraining behind bars will not only help theprogram get started, but also ensure it survivesand even flourishes.

The person who is liaison can serve manypurposes. Some of these include:

Acting as a bridge between thecommunity-based literacy group, andprison staff and learners.

Promoting the program from "inside."Making referrals. C")

Who Shouldbe theContactPerson?

Advertisingthg Program


Working with the literacy co-ordinator to set

up times and book space for learnerassessments and tutorial sessions.

Facilitating requirements, such as the policecheck, photograph, references and interview.

Acquainting new volunteers with the

institution.

e Providing ongoing support.

Many people who work in the institution couldserve in this capacity. Who is designated is adecision made by correctional staff. Possibilitiesinclude a staff teacher, the volunteerco-ordinator, the duty officer, the classificationofficer, the nurse, the chaplain, and others.Organizational hic-archy will change fromfacility to facility, and staff in some of thesepositions may not be present at every location.

Perhaps the most important criterion for liaisonis a sensitivity to the issues surroundingliteracy coupled with the desire to see literacytraining succeed behind bars. The person whois liaison must have good rapport withpotential learners and be able to identify thosewho need help.

Illiteracy is seldom obvious. Potential learnersmay go to great lengths to hide it. The liaisonwill need to be flexible in approach. He or sheshould encoura,,,e participation, but recognizethat for some, the inability to read or write is anembarrassment. Discretion and understandingare important.

Enlisting the help of those in daily contact withpotential learners is an effective way to


advertise. This may be accomplished byinforming others about the existence of theliteracy program, its methods and theimportance of literacy training for those behindbars. By encouraging people to make referralsor to simply spread the word, a network will beestablished. Useful contacts include members ofother volunteer organizations who work in theinstitution, such as the Salvation Army,Alcoholics Anonymous and the John Howardand Elizabeth Fry Societies.

Correctional staff can also be taught about theliteracy program, its goals and the peopleinvolved. This may be accomplished through abrochure or some other short presentation. Staffsupport will go a long way to ensure thecontinued operation of the literacy program.Staff see potential learners on a daily basis andare in a position to provide information aboutthe program to those who might benefit from it.Other ideas for advertising include:

Providing information to each prisoner onarrival at the institution. This may be donethrough a simple brochure, or, ideally, ashort video

Encouraging learners to tell others who maybe interested about the program.

Visiting the facility on a regular basis to talkto potential learners.

Putting up easy-to-read posters.

Spreading the word about a literacy program isnot always easy in a prison or jail, especiallywhen there is a high turnover of population.Letting potential learners know abovt a

6 1)program will be an ongoing process. A

TrainingVolunteers


"soft-sell" approach is often successful,although there are many ways to advertise.Whatever the approach, creativity, sensitivityand persistence are useful attributes.

Literacy groups will already have in place amethod for training tutors. Methods vary, aseach group probably has its own way of

presenting literacy learning. Training people towork in a jail or prison will, in many ways, bethe same as training other literacy volunteers.They will need to know strategies andtechniques to help people learn to read andwrite.

A component can be added to the regulartraining program to help tutors who will bevolunteering in a jail or prison, or working withothers who have been in conflict with the law.Possible topics might include:

A brief look at the Canadian criminal justicesystem.

Types of facilities, focusing on those in the

community.

Processes volunteers will experience, such assecurity checks.Rules and procedures set by the institution.

Orientation to the facility.

Literacy statistics as they relate to those injail.

Links between poverty, illiteracy andimprisonment.How these links may influence literacytraining (i.e., shaping sessions to meet theneeds of the individual).

7u

Expectationsof the Tutor


Agencies I. the community and other usefulcontacts.

What it is like to be in jail.

How being in jail may affect learning.

Expectations of the tutor.

Each tutor must think seriously about whetherhe or she really wants to volunteer to workbehind bars. The decision should not be madelightly. It deserves careful attention and shouldbe addressed as part of tutor training and/or aprivate interview.

Volunteers will have different reasons forwanting to be tutors. What is important is thateach tutor has thought about WHY he or shewants to volunteer and is willing to make thecommitment it involves.

Tutors will also need to think about whetherthey really want to be matched with learnerswho have been charged with, or convicted of,crimes. Some tutors will have no hesitation.Others may be hesitant to woi k with peoplewho have been found guilty of specific crimessuch as sexual assault or murder.

Although the wishes of the tutor may beaccommodaed to some extent by the staffliaison mnd literacy co-ordinator whenassigning matches, this isn't necessarily thecase. As well, tutors don't have the right to beinformed about the type of crime the learnerhas committed, or of other details about theindividual. If they cannot work within theseparameters, then tutors should seriouslyconsider whether volunteering behind bars isright for them.

"People"Resources

OtherResources

7


To discuss such issues as pai )f tutor trainingis not to frighten or "scare off" volunteers, butto ensure that they make decisions that are bestfor themselves, the program and ultimately, thelearners.

A literacy co-ordinator doesn't have to be anexpert in corrections, or prison-related matters,to prepare an effective tutor training course.Many people from the community can beapproached to give sessions. Guest speakerscan include:

A former prisoner to talk about his or herexperiences.

A learner and a tutor to talk about theprogram and answer questions from theirindividual perspectives.

A representative from social agencies, ororganizations such as the John Howard andElizabeth Fry Societies, who can describe thespecial needs of people in jail.

A parole or probation officer to discuss howliteracy groups can serve those about to bereleased, or those who are already in thecommunity.A correctional staff member to outline therules and procedures of the facility.

A lawyer to explain the criminal justicesystem.

Other people, dependent upon contactswithin the community.

Videos, such as The Other Prison, can sparkgroup discussion. Other suitable films can be

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found through the public library, or theNational Film Board.

The Correctional Education Association(CEA) is a professional organization forducators who work in the criminal justice

system. Members include people employedin adult and juvenile correctionalinstitutions, jails, detention centres,community-based programs anduniversities. Literacy co-ordinators maywish to join the association as part ot theirpersonal training and networking)

Each year, the CEA publishes the Yearbook ofCorrectional Education. The book consists ofarticles by people involved in deliveringeducational services in prisons. TheYearbook is a good resource for programco-ordinators and others whc are interestedin various aspects of educatk.n behind bars.Many of the articles discuss Adult BasicEducation and literacy training.2

Another useful publication of theCorrectional Education Association is OfBooks and Bars. It is an annotatedbibliography of Prison Education.'

Core Literacy has produced a tutor trainingpackage. Literacy co-ordinators areencouraged to field test the package andprovide suggestions to improve upon it.'

The Ontario Ministry of CorrectionalServices publishes a booklet called A GuideFor Volunteers in Jails, Detention Centres andCorrectional Centres. It is an informativeresource for both literacy co-ordinators andvolunteer tutors.'


Many institutions have a VolunteerCo-ordinator who may be approached tohelp the literacy group plan its trainingsessions, or to provide advice and guidance.

Ongoing An initial training for tutors is a first step.Training Volunteers will want to meet again to share

ideas. They may want to learn more abouttopics touched on in tutor training, or explorenew topics generated by their experiences. Theywill want the opportunity to provide feedbackto the literacy co-ordinator, and find ways toimprove the program.

Meetings set up on a regular basis will keep theliteracy co-ordinator "in touch" with how theprogram is going, provide a vehicle to shareinformation and give volunteers the skills tobecome better at what they do.

Screening The community-based literacy program willhave its own criteria for choosing volunteers.When the program is operating behind bars, thecorrectional institution will also do a screening.This is the samt for all volunteers, not onlyliteracy workers. It includes an interview,references and a police check.

A police check means that the police conduct arecord search through the Canadian PoliceInformation Centre or CPIC. This is acomputerized police information and recordssystem. Police departments may require that awaiver be signed by the volunteer allowingthem to conduct the search.

A photograph of the volunteer is also taken foridentification purposes and kept on file at theinstitution.

74

InstitutionalRules


Some rules are standard. They apply to allfacilities. Others are set by the individualinstitution. They depend on the security level,the type of facility and the correctional staff.

To some extent, the rules also depend on theliteracy group. When trust is developed, somerules may be relaxed or changed. In order forthis trust to exist, the literacy group mustdemonstrate that its programming won'tdisrupt prison routine or breach security.

Specific rules may vary from location tolocation. What is important is that the literacygroup members know what rules apply to theinstitution where they offer programming.Below are some of the common rulesvolunteers are expected to obey.

Get approval for things you take in or out ofthe institution, or leave with the learner.

Sign in and out of the institution.

Carry identification with you.

Report anything that may be a threat to thesafety of volunteers, staff, learners orothers.

Be punctual. Call if you have to cancel asession.

Dress and act appropriately.

Respect confidentiality.

Confidentiality Confidentiality means not discussing in publicmatters that arise during literacy sessions. Thisincludes not revealing the identity of thelearner and not giving out private informationabout him or her.

Materials

How SecurityAffeds theLiteracyGroup

87 Setting up the Program"IMMI1N

Each volunteer takes an Oath ofConfidentiality before working in acorrectional setting. It is administered bycorrectional staff and involves signing a form.By revealing information about the learnerwithout his or her permission, the tutor may insome circumstances be breaking the law. Thetutor also risks losing the trust of the learner,damaging the reputation of the literacyprogram and being barred from furtherparticipation by correctional staff.

A literacy group has requirements which don'tapply to many other volunteer groups workingbehind bars. These include bringing into theinstitution materials necessary to conduct theliteracy session. Examples are paper, pens,pencils, erasers, books, magazines, newspapersand calendars.

To save time and prevent misunderstandings, itmay be helpful to decide with correctional staffwhat can be brought into the institution on aregular basis, and what must be cleared on eachvisit.

More restrictions are usually placed upon acommunity-based program operating in amaximum security institution than a minimumor medium security institution. Security istighter.

One learner in a maximum security provincialinstitution recalls strict regulations. Books weredifficult to get, and required security clearance.Tutors had to snap off the metal band aroundthe end of a pencil. Ball point pens were notallowed.

76

Protocol


The learner was transferred to a mediumsecurity facility, where he continued literacytraining. Books were passed from tutor tolearner without a waiting time, needing onlythe approval of the guard on duty. Writingutensils were not restricted.

He related other differences. In the firstinstitution, ail requests had to be made inwriting, including requests for personal items,such as toothpaste and deodorant. Those whocould not write had to ask others to fill out therequests for them. In the second institution,written requests were not needed. Items weredistributed upon verbal request.

The learner's experiences serve to illustrate thepoint that each correctional facility has its ownmethod of operation and its own rules. Theliteracy group will need to be flexible and towork within the parameters established by theindividual institution.

Wardens or Superintendents are responsible forall activities that occur in their facilities.Decision-making is their perogative, and formost activities, their permission will have to besecured. It is important that the literacy groupmake them aware of any plans involving theprogram behind bars.

One literacy group arranged for a reporter to doa storv about its program in a provincialinstitution. Excited about the coverage, it

expected the same reaction from coriectionalstaff. The Superintendant called theco-ordinator after the story "broke." He wantedto know why he hadn't been told about it

-s beforehand. The co-ordinator simply hadn't

The Learners

Program asFacilitator


realized that this was protocol. They agreedthat the literacy program would inform theinstitution in the future.

The learners are the focus of any effectiveliteracy program. This is true in a jail or prison,as well as in the community. When designing aliteracy program, opportunities need to be builtinto the process to encourage learner feedback.Behind bars, this may seem more difficult,where regimentation and routine are often therule.

An initial meeting between the literacyco-ordinator and learner will set the tone. It notonly gives the co-ordinator the thance to assessthe skill of the learner, but also opens the doorto further communication.

After a match is made, and sessions areunderway, it is important for the literacyco-ordinator to meet again with the learner toensure that he or she is comfortable with thearrangement. Feedback should also be invitedat various other times. It will improve theeffectiveness of the individual tutorials and thequality of the literacy program as a whole.

The community-based literacy group is afacilitator. It puts together people who needliteracy training with people who are willing toshare their skill with others.

Rules cannot be established for every situationthat may arise. Participants are adults and needto take responsibility for what happens in theirsessions. Neither person should feel victimized.This fact must be made clear to both


participants by the literacy co-ordinator beforesessions begin.

Because a learner is serving a sentence does notmean that he or she will be abusive ormanipulative. To assume so is unfair andstereotypical. Neither is the tutor the onlyperson in the match who may be victimized.The roles can be reversed.

Concern is sometimes voiced about communityvolunteers being .r9nned" by those in jail.Literacy groups will want to instruct tutors notto let themselves be put into situations in whichthey feel uncomfortable.

Concern must also be voiced about thevulnerability of the learner. Words spoken"outside" in friendliness can take on amagnified intensity behind bars. The tutor mustbe careful n3t to "con" or "lead on" the learnerwith promises and commitments that can't befulfilled.

Whether in the community or behind bars, thevast majority of matches will proceed smoothly.Participaats will show mutual respect towardeach other. Through fostering goodcommunication with parti:ipants, the literacyco-ordinator can identify ald resolve those veryfew situations where this rEspect is lacking.

A Firal Word

Notes ardNetworks

7


The fact.that the learner is in jail affects theliteracy group, well as the learner. Thereare factors to be considered that are not partof matches beyond prison walls. The literacygroup will need to reshape its generalprogram to conform to the demands of aninstitutional setting. At times, securityprocedures and rules may producefrustration, and appear to contradict thegoals of the literacy program. Yet, they are'part and parcel' of operating in acorrectional facility. Contravention of themwill result in the program not being allowedto continue behind bars.

The Correctional Education Association has availableto its members a Literacy Special Intestobjective is "to imi,ove the delivery of literacyeducahon in order to maximize the number ofoffenders assisted to become functionally literate."Topics of discussion include Peer and VolunteerTutoring, and Life Skills and Literacy, among others.Althol.-01 the mailing address 'or the association is inthe United States, the CEA also operates in Canadaand in other countries. For more informaeon, contact:

Correctional Education Association8025 Laurel Lakes CourtLaurel, MD 20707 USA

2. The Yearbook al Correctional Educatioa is aco-publication of the Correctional EducationAssociation and the Simon Fraser University PrisonEducation Program through the Institute for theHumanities. Subscription rates for #F. Yearbook are$12 per year. For more information, contae:

Yearbook of Correctional EducationSimon Fraser UniversityBurnaby, B.C.V5A 1S6


3. For more information about Of Books and Bars, contact:

Correctional Education Bibliographyc/o Stephen DuguidOffice of Continuing StudiesSimon Fraser UniversityBurnaby, B.0V5A 1S6

4. To order the tutor training package, contact:

Core Literacy58 Queen Street SouthKitchener, OntarioN1G 1V6

5. To get a copy of A Guide for Volunteers in fails,Detention Centres and Correctional Centres contact theprovincial institution in your area, or:

Ontario Ministry of Correctional ServicesP.O. Box 4100200 First Avenue WestNorth Bay, OntarioP1B 9M3

93 Chapter Five

UPON RELEASEA Continuation of Services

is 0

BEST COPY AVAILABLE

Contents

94 Chapter Five

Literacy training as a continuum

To continue a match or not upon release

Establishing a meeting space

Dealing with problems

Extending services to halfway houses andgroup homes

Networking with other agencies

8

AContinuationof Services

ProgramPolicy

95 Upon Release

Adjusting to life on the outside is not easy.Cmmunity support plays a positive role. Frompersonal experience, the learner knows thatthere are organizations in the community thatoffer literacy training, and what to expect fromthem. It is welcome knowledge in anenvironment that may otherwise seemunfriendly, or simply overwhelming.

If a person is released into the same communitythat operated the literacy program in jail, adirect link is established and the match may becontinued. Neither person, however, is underobligation. If the tutor or the learner feels at allreluctant, then the match is best ended and anew one arranged.

Continuing contact of the learner with theliteracy program after release may seemfrightening or dangerous. But peoplepreviously jailed have the same right to seekthe help of literacy groups as any other memberof the community.

Statistics show that "federal offenders finishingtheii sentence in the community are responsiblefor about 1 in every 1,000 recorded crimes ofany kind."

As one learner put it, "I've paid my debt tosociety. When do I stop being seen as an ex-conand start being seen as a person?"

Pcautions exist in any tutor-learnerationship. They apply equally to all

participants, not only those who have servedtime. They are best built into the tutorialprocess as program policy and are designed toprotect both participants.

2

ProblemSolving

8 3

96 Upon Release111,41CIENI111t.

Participants are wise to meet in a public placerather than at their homes. In the case of thelearner recently released from jail, othercommunity organizations such as the JohnHoward and Elizabeth Fry Societies mightprovide tutorial space. Meeting rooms may alsobe made available at the literacy office, thepublic library, community centre or local school.

Uncomfortable situations can be resolved beforethey develop into more serious problems bycreating an atmosphere where participants feelfree to discuss concerns with the literacyco-ordinator. Learners and tutors who areencouraged to give feedback about the programand its operation will more readily approach theco-ordinator during other situations. They knowfrom experience that the "door" is always open.

By keeping fines of communication open, theco-ordinator acts to ensure abusive behaviourdoes not take place, Ind, if it does, that it isended. Abuse can take many forms. It can bephysical. It can be emotional, or it can involvemanipulation. It may be something as simple asnot showing up for sessions, or as serious asassault.

In some cases, people simply may not be awarethat their actions are unfair or hurtful to theother person in the match. Talking about thesituation may be enough to resolve it.

In other cases, the match may need to be ended,and new partners established. As with anycommunity match, in extreme situations, thelearner or tutor may be barred from theprogram, authorities notified and chargesptessed.

97 Upon Release

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84

Extendingthe Reach

98 Upon Release

Reaching out to those in jail, or recentlyreleased from jail, fulfils an important need inthe community. But services can also beextended by the community-based literacygroup to other people in conflict with the law.Many potential learners are serving sentencesin halfway houses and group homes, ratherthan behind bars. Eighty-five percent of the50,000 people in Ontario serving sentences ofless than two years are on probation or living inhalfway houses. Young offenders are anothergroup that may be targeted by the literacygroup.

Networking The literacy group will need tofind out who inthe community could benefit fromits services,and the organizations that serve or are inregular contact with these potential learners.

Organizations w )rk in different capacities.There are federal and provincial correctionalservices, parcie and probation offices, after-careagencies, and other local groups to meetspecific community needs, such asvictim-offender reconcilation.

Three highly respected groups include theCanadian Association of Elizabeth Fry Societies,the John Howard Society of Canada and theSalvation Army. These organizations arenational in scope. They also have local branchesservirg the specific needs of the people in theircommunity.

In some areas, the Elizabeth Fry and JohnHoward Societies have established literacygroups to serve the needs of their clientele. Inother a...eas, literacy skills are taught on aninformal basis as the need arises during

85

99 Upon Release

programming. The community literacy groupmay be able to assist in these endeavours.'

Through networking, the literacy group canidentify organizations and people interested inworking with them to offer literacyprogramming, or willing to help in other ways.Possible roles include advertising the program,referring learners, providing meeting space,helping to train volunteer tutors, gi vingguidance on relevant learning materials andtopics and simply being available on aninformal basis to offer advice and feedback.

A Final Word The person who has participated in literacytraining in jail may experience a new worldof opportunities on the other side of thebars. Literacy training is a continuum anddoes not need to end when a learner isreleased. A variety of options is available inthe community. The tutor can make thelearner aware of these options and help himor her choose amongst them. Literacyservices can also be extended to others,including yotmg offenders, peopleon paroleor probation and those in group homes orliving in half-way houses. In the long run,we all gain. When reintegration into societyis made easier, the community as a wholebenefits, just as it benefits whenany person,jailed or not, becomes literate.

BC

il

Notes andNetworks

100 Upon Release

1. The statistic is given in a CSC pamphlet entitled Getthe Facts About... Federal Corrections in the Community.It is one of a series of pamphlets dealing with paroleand federal corrections. Booklets are also availablefrom the National Parole Board. These include SomePeople Say...; Victims: Questions and Answers on Parole;3nd Parole: A Question of Readiness.

2. John Howard Society of Canada, a nationalorganization, represents ten provincial societies and52 local branches across Canada. All provide servicesto individuals affected by the Criminal Justice System.Issues regarding community reintegration; humanisticchanges concerning the law and administration ofjustice; and community awareness are its primaryconcerns. For further information, contact your localbranch of the JHS, the Ontario JIIS, or the nationaloffice:

The John Howard Society of CanadaNatkmal Office55 Parkdale AvenueOttawa, OntarioK1 Y 1E5

The Canadian Association of Elizabeth Fry Societies isa federation of autonomous Societies that work with,and on behalf of women involved with the justicesystem, in particular women in conflict with the law.its members are Elizabeth Fry Societies - communitybased agencies dedicated to offering services andprograms to women in need, advocating for reforms,and offering a forum within which the public may beinformed about, and participate in, all aspects of thejustice system as it affects women. Volunteerism is anessential part of Elizabeth Fry work and bothvoluiteers and professional staff are involved inprogram and service delivery. For furtherinformation, contact your local agency, or theNational Office. See "Notes and Networks," Chapter1, tor the address.

101 Appendix

FACTS ANDDEFINITIONS

BIBLIOGRAPHY

INDEX

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88

Contents

8(.1.

102 Facts and Definitions

The criminal justice system in Canada

Difference between federal and provincialinstitutions

The Correctional Service of Canada

The Ontario Ministry of CorrectionalServices

Types of federal facilities

Types of provincial facilities

Terminology - What's what and who's who

Security classification

The CriminalJusticeSystem

Federal andProvincialInstitutions

CorrectionalService ofCanada

Ont trioMinistry ofCorrectionalServices

103 Facts and Definitions -SThis section offers some basic facts aboutcorrections in Canada. References to provincialinstitutions, job titles and contacts apply toOntario, and may vary in other provinces.

Criminal justice is "a system which includes abody of law, law enforcement agencies, courts,correctional agencies responsible for probation,imprisonment and parole, as well as manyprivate agencies and volunteers."

Responsibility for administering the criminaljustice system is divided between themunicipal, provincial and federalgovernments.'

Provincial and federal correctional institutionsoperate in Canada. Where a person does time isdependent upon the length of his or hersentence:

A sentence wo years or more is served ina federal pis() or penitentiary.A sentence of less than two years is served ina provincial institution.

The governmental agency that administers thesentence of those given two years or more is theCorrectional Service of Canada. Duties includeoperating federal penitentiaries andsupervising people on parole.

The provinces are responsible for administeringthe sentence of those given less than two years.In Ontario, the governmental agency thatoperates the provincial institutions is the

90

Types ofFederalFacilities

Types ofProvi ncialFacilities

91

1C4 Facts and Definitions

Ministry of Correctional Services. It is alsoresponsible for the administration of probationand parole.

Federal correctional institutions are officallycalled penitentiaries. Other types of federalfacilities include halfway houses.'

A Community Correctional Centre is ahalfway hcuse for people on parole. It isoperated by the The Correctional Service ofCanada.

A Community Residential Centre is also ahalfway house for people on parole. It isoperated by a non-governmentalorganization, such as the John Howard andElizabeth Fry Societies, the Salvation Army,or others.

There are several types of provincialcorrectional institutions in Ontario:3

A Jail is a maximum security institution,and incarcerates adults on a temporarybasis. It houses people accused of a crime,but not yet dealt witn by the courts. It alsohouses those who have been convicted andare waiting transfer to another institution.People sentenced to 30 days or less mayserve their time in a jail.

A Regicnal Detention Centre serves thesame purpose as a jail. It is not restricted tomaximum security, but also has mediumand minimum wings. In Ontario, RegionalDetention Centres are replacing jails.

A Correctional Centre is a minimum,medinm or maximum security correctional

105 Facts and DefinitionsM'",,=====. ...11MININEOP

institution. It houses people who are servingless than two years.

A Community Resource Centre is a smallresidential unit for adults. One type isdesigned to house people on employment oreducational temporary employmentabsences. Another type provides analternative for native people who wouldotherwise be jailed in Northern institutions.A Halfway House is a temporary residence(90 - 120 days) for people released frominstitutions. Residents usually work or go toschool in the community. Some halfwayhouses are designated for special groups,such as people dependent upon alcohol ordrugs.

Terminology Literacy volunteers working in a correctionalsetting will come across many unfamiliardefinitions and terminology. Below are some ofthese words and their meanings.Staff differ between federal and provincialinstitutions, and from individual facility tofacility. Contact the institution in your area forthe organizational hierarchy and terminology ituses.'

FederalDefinitions

The Warden is the person in charge of afederal penitentiary.

The Deputy Warden is the next in line in thechain of command.

The Assistant Warden CorrectionalPrograms is the person in charge of allprogramming at a facility. He or she isusually the volunteer contact, and will

92


probably be the person with whomcolItmunity-based literacy groups liaise.

Larger institutiols may have a Chief ofEducation. In such cases, he or she may bethe contact with the .-:ommunity-basedliteracy program.

The Education and Personal DevelopmentBranch of the Correctional Service of Canadais responsible for helping individuals earneducational certification and increase theirpersonal and social skills v hile in federalfacilities.

The Case Management Officer or LivingUnit Development Officer is a member ofthe prison staff who works with the inmate todevelop a schedule of activities and acts asthe prisoner's liaison with the administration.

The Nation 11 Parole Board has jurisdictionover parole, except in Ontario, Quebec andbritish Columbia, where the Iriovinces haveju6 Iction over cases involvir:g people whower sentenced to less than two years.

The Regional Manager is the federal contactperson for information about parole services.There are five Regional Offices of theNational Parole Board.

The Area Manager is the local co:itact- forinformation about parole services in thecommunity.

A Parole Officer supervises a person onparole.


Provincial The Superintendent is the person in charge ofDefinitions a provincial correctional institution in Ontario.

The next in line is the Deputy AssistantSuperintendent.

The Volunteer Co-ordinator manages andadministers the volunteer program. Mostfacilities have a Volunteer Co-ordinator.The Chaplain may carry out the VolunteerCo-ordinates duties in some institutions.The Institutional Training Officer providesin-service training for correctional staff at aprovincial institution. He or she may be ableto heip the literacy group in the orientationof volunteers.

The Chief Education Officer and theEducational Co-ordinater of the OntarioMinistry of Correctional Services areresponsible for educational programming inprovincial institutions in Ontario.I he Community Corrections Branch of theOntari,) Ministry of Correctional Servicesco-ordinates and supports communityprograms.

The Ontario Board of Parole has authorityover parole services for people sentenced toa term of less than two years and servingtime in a provincial institution.Prob.. Hon and Parole Services arecombined.

The Area Manager is the local contactperson for provincial Probation and ParoleServices.

A Parole Officer supervises a person onparole.93

GeneralTerms

q 4t


Probation allows a convicted person to stayin the community rather than be jailed. It isgranted by the courts.

A person can be sentenced to a jail term plusprobation. Probation is a provincialresponsibility.

A Probation Officer supervises a person onprobation.

Bail is a cash bond posted on behalf of aperson as a condition of release befo:eThose denied bail are kept in a jail or aregional detention centre.

Remand means a court proceeding has beenpostponed or delayed until a future date.

Classification is the process of classifying theindividual according to risk and security,and then placing tt7e individual in aninstitution that has the facilities to meet theseneeds.

Parole allows person to serve part of his orher so,ntence under swiervision in thecorrthiunity.

Temporary Absence means a person cantemporarily leave an institution undercertain circumstances ',:or humanitarian,medical or program reasons.

Mandatory Supervision is the release of anindividual from a federal penitentiary lfterserving two thirds of a sentence. The last partof the ntence is 4-rved in the communityunder the supervision of a panile offievr.Many people are released undei thcmandatory supervision program, but not all.

109 Facts and DefinitionsIMMO"

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YoungOffenders

SecurityClassification

9 6

110 Facts and Definitions111=111MI

Young Offenders refers to young people,aged 12 to 17, who have committed acriminal offense.

The Ontario Ministry of CorrectionalServices is responsible for providingservices in the province for those Atho are 16and 17 years old.

Young people are not housed with adults,but have separate residences. These may beYouth Centres, group homes or units withinadult correctional facilities.

The Ontario Ministry of Community andSocial Servi':es is responsible for providingservices for 12 to 15 year olds.

Correctional institutions are classified asmaximum.. in ..dium, or minimum security.Federal institutions can be multi-level. Thismeans several levels of security are found in thesame institution.

In general terms:

Maximum security institutiens hold peoplewho are considered dangerous or a highsecurity risk. They may also hold peoplewho have been accosed of a crime, but havenot yet been through the court system.

Minimum security institutions hold peoplewho are not considered a high security risk.Those jailed in a minimum securityinstitution have greater freedom ofmovement, privileges and access toprogramming than those in a maximumsecurity institution.

Medium security institutions fall betweenthe other two categories.

A Final Word

Notes andNetworks

111 Facts and Definitions1111111111r, 11111111k

In some ways, imprisonment is the same,regardless of where it occurs. Freedom islimited. That fact alone bringswith it certainemotions and responses. Other factors arecommon, too. For example, more of those injail are illiterate than in societyat large. Thetype of facility, whether it is underprovincialor federal furlsdiction, security levelcorrectional staff, the prisonpopula tion (age,classification, etc.) and other factors alsohave an effect upon incarceration. Thecommunity-based literacygroup should beaware of all of these factors, ahd take theminto consideration when planning andprogramming.

1. The information about provincial and federalcorrections in Canada is taken from the followingbooklets. These are available upon request from theCommunication Branch of The Correctional Service ofCanada (CSC), and are usekul references for literacyco-ordinators and tutors.

Canada's System o f lustice. Ministry of Supply andServices Canada, 1988.

How it works a handy guide to The Canadian CriminalJustice System. Jurisdictions and Responsibilities.

2. Information about the types a federal institutions,their locations (along with Parole Offices and RegionalOffices), and security designation, is shown on a mapentitled Facilities of The Correctional Services of Canadaavailable from CSC.

3. Information about the types of provincial facilities istaken from the following Ontario Ministry ofCorrectional Services publications:

A Guide For Volunteers in fails, Detention Centres andCorrectional Centres.

Probation and Parole Services Volunteer Handbook.

4

9 7


4. Definitions are taken from the above publications, aswell as:

Lisa Hobbs Birnie. A Rock and a Hard Place.

Education and Personal Development For Federal

Offenders brochure.

Ministry of Correctional Services Volunteer CoordinatorsProcedures Manual.

113 Bibliography

Canadian Adelberg, Ellen, ed. and Currie, Claudia. Too Few To Count.

Publications

98

Canadian Women in Conflict with the Law. Vancouver, BritishColumbia. Press Gang Publishers. 1987.

Birnie, Lisa Hobbs. A Rock and a Hard Place: Inside Canada'sParole Board. Toronto, Ontario. Macmillan of Canada. 1990.

Bolton, P. Michael. Criminal Procedure in Canada. NinthEdition. North Vancouver, British Columbia. Self-CounselPress. 1989.

Boyd, Neil. Tne Last Dance. Murder in Canada. Scarborough,Ontario. Prentice-Hall Canada, Inc. 1988.

Caron, Roger. Bingo! Four Days in Hell. Agincourt, Ontario.Methuen Publications. 1985.

Caron, Roger. Go-Boy! Toronto, Ontario. McGraw-HillRyerson Ltd. 1978.

Culhane, Claire. Barred From Prison. A Personal Account.Vancouver, British Columbia. Pulp Press. 1979.

Culhane, Claire. Still Barred From Prison. Montreal, Quebec.Black Rose Books. 1985.

Davidson, Howard S. Communications, Content andCooperation: An Introduction to Psychology. Calgary, Albata.Desilig Ltd. 1991.

Duguid, Stephen and Fowler, Terry A. Of Books and Bars.An Annotated Bibliography on Prison Education, Burnaby,British Columbia. Institute foi the Humanities. SimonFraser University. 1988.

Marshall, W.L. & Barrett, Sylvia. Criminal Neglect. Why SexOffenders Go Free. Toronto, Ontario. Doubleday CanadaLimited. 1990.

McArthur, Micky. I'd Rather Be Wanted Than I hid: TheMemoirs of an Unrepentent Bank Robber, Toronto, Ontario.Gtoddart Publishing Co. 1990.

McGilvary, Tony and Webber, Marlene. Square John: A TrueStory. Toronto, Ontario. University of Toronto Press. 1988.

114 Bibliography

Murphy, Dr. Peter. "Of Censorship and Prisons: SomeModest Proposals". Prison Journal No. 8. pp. 5-6.

Reid, Stephen. Jackrabbit Parole. Toronto, Ontario. Seal

Books. McClelland-Bantam, Inc. 1986.

Schroeder, Andreas. Shaking It Rough: A Prison Memoir.

Toronto, Ontario. Doubleday Canada Limited. 1976,

Tyman, James. Inside Out. An Autobiography by a Native

Canadian. Saskatoon, Saskatchewan. Fiftn HousePublishers. 1989.

A Clink for Vol; in Jails, Detentam Centres andCorrectional Centres. North Bay, Ontario. Ontario Ministryof Correctional Services. n.d.

Connection to Freedom 11. Written and edited by inmates ofthe Vancouver Island Regional Correction Centre. 1990.

Inquiries: 552 Pandora Avenue, Victoria, BritishColumbia, V8W 1N7.

Journal of Prisoners on Prisons. Vol. 2. No. 1. Edmonton,Alberta. Fall 1989.

Ministry of Correctional Services Volunteer Coordinators

Procedures Manual. Draft Copy. North Bay, Ontario.Ontario Ministry of Correctional Services. n.d.

haonal No. 5. Burnaby, British Columbia. SimonFraser University Prison Education Program. SimonFraser University. 1985.

Prison Journal No. 7. Prison Literacy. Burnaby, BritishColumbia. Simon Fraser University's Prison EducationProgram. Simon Fraser University. 1988.

Prison Journal No. 8. Censorship. Burnaby, BritishColumbia. Simon Fraser University's Prison EducationProgram. Simon Fraser University. 19149.

Probation and Parole Services Volioneer I landbook. Draft

Copy. North Bay, Ontario. Ontario Ministry ofCorrectional Services, n.d.

a a

LiteracyReports

115 Bibliography

The Insider. Masqui's Prison Newspaper. Special LimitedEdition. Abbotsford, British Columbia. Masqui Institution.August 1990.

The Other Prison: A Screenplay. Ottawa, Ontario. WinterFilms. 1990.

The Westcoast Reader. North Vancouver, British Columbia.Capiiano College. 1990.

Tightwire. Vol. 24. No. 2. Quarterly publication by thefederal prisoners at the Prison For Women in Kingston,Ontario. Summer/Fall 1990.

University Educat;On in Prison. A Documentary Record of theExperience of British Columbia. 1974-1986. Burnaby, BritishColumbia. Institute for the Humanities. Simon FraserUniversity. 1986.

Words from Inside. Vol. Nine. Brantford, Ontario. PrisonArts Fourdetion. 1939.

Words from Inside. Vol. Ten. Brantford, Ontario. Prison ArtsFoundation. 1990.

Yearbook of Correctional Education 1989. Burnaby, BritishColumbia, Correctional Education Association and theSimon Fraser University Prison Education Program. 1989.

Yearbook of Correctional Education 1990. Burnaby, BritishColumbia. Correctional Education Association and theSimon Fraser University Prison Education Program. 1990.

Calamai, Peter. Br iken Words. Why Five Million CanadiansAre Illiterate. The Southam Literacy Report. Toronto, Ontario.1987.

Cormier, Robert. Post-Conference Report. Natimial Conferenceon typialer Literacy. May19-21,1987. Ottawa, Ontario. TheCorrectional Service of Canada. 1987.

McDonald, Barbara. Report on the Literacy Needs of Womenin Conflict With The Law. Ottawa, Ontario. CanadianAssociation o Elizabeth Fry Societies. 1989.

NonCanadianPublications

116 Bibliography41.11117111MI

Pate, Kimberly. The John Howard Society of Canada National!.teeacy Project Report. Vol. I & U. Calgary, Alberta. 1989.

Stewart, Heather. Compulsory Education Policy aad theLiteracy Classroom. A Paper presented at Masqui Prison onJuly 12, 1990 1..uring a seminar of the CEA InternationalConferenc( .Abbotsford, British Columbia. 1990.

Education Accountibility Year End Report. 1988/89.Correctional Services of Canada. 1989.

Freire, Paulo. Pedagogy of the Oppressed. New York, NewYork. The Continuum Publishing Company. 1990.

McCormack, Sister Maureen. "A Road Taken: The PrisonExperience." Sisters Today. June/July 1982.

Morris, Norval. The Future of Imprisonment. Studies in Crimeand Justice. Chicago. The University of Chicago Press. 1974.

Shor, Ira. ed. Freire for the Classroom. A Sourcehook ofEiheratory Teaching. Portsmouth, New Hampshire.Boynton/Cook Publishers. 1987.

Walker, Jan. Booklets for Inmates. Letters. Gig Harbor,Washington State. Delma Writes. 1990.

A,Palker, Jim. Booklets tor Inmates. Wait a Minute... I'm rtParent Mo. Gig Harbor, Washington State. Delma Writes.1990.

Walker, Jan. Booklets for Inmates. Men ami Women and Sex.Gig Hwtor, Washington State. Delma Writes. 1990.

Council of Europe. Legal Affairs. Education in Prison.Strasbourg. Council of Europe. 1990.

PO

CorrectionalServices ofCanadaPublications

117 Bibliography

Blanchard, Cecelia. Crime and Punishment; A PictorialHistory. Five Parts. 1985.

Academic Education Secondary Levels

Adult Basic Education Program

Basic Facts About Corrections in Canada. 1990.

Canada's System of Justice. Department of Justice Canada.1988.

Education and Personal Development for Federal Offenders

Facilities of the Correctional Service of Canada

Get the Facts About... Federal Corrections in the Community

Get the Facts About... Parole

Get the Facts About... Federal Corrections

How it works a handy guide to The Canadian CriminalJustice System: Jurisdictions and Responsibilities

Let's Talk Corrections

Let's Talk: Task Force on Federally Sentenced Women Released.1990.

Listening to the Victim

Mission of the Correctional Service of Canada. 1989.

Mission Statement of the National Parole Board. 1986.

National Parole Board

Some People Say... National Parole Board. 1987.

Victims: Questions & Answers on Parole. 1989.

Vocational Education

111

118 Bibliography 119 Index

1 I.' 2

advertising the program, 78-80

Books and Bars, Of, 84address, 92

Broken Words, 20-1, 36

building walls, 24-5

Canadian Policy Information Centre, 85

Communications, Content and Cooperation, 66-7address, 71

confidentiality, 31-2, 86-7

Core Literacy, 55, 71, 84, 92

Correctional Education Association, 84address, 91

Correctional Services Canada, 19, 44-7, 103-6, 111address, 35, 50

correctional staff titleF 105-8

culture and literacy, 13-6

Elizabeth Fry Society, 17-9, 35, 57, 79, 82, 98, 100address, 35

environment, 21-4

expectations of the tutor, 81-2

facts and definitions, 103-110

federal institutions, 75-6, 103-6, 111

feedback / communication, 85, 89-90, 96

films, 10, 51, 827th Step to Freedom, The, 51Cell 16, 51Other Prison, The, 10, 51, 82Tiers, 51Warehouse for Bodies, A, 51

Freire, 70, 72

Freire for the Classroom, A Sourcebook for Libera tog Teaching, 72

Guide for Volunteers in Jails, Detention Centres andCorrectional Centres, A, 84, 92

120 Index

impartiality, 31-4; 49

institutional rules, 86

Journal of Prisoners on Prisons, The , 67, 71-2address, 72

liaison, 77-8

National Film Board, 84address, 51

National Literacy Project Report, 20, 28, 36

Native Canadians, 14-5

ongoing training, 85

Ontario Ministry of Correctional Services, 47, b4, 103-5,107-8, 110, 111address, 92

Ontario Ministry of Education, 52

parole and probation, 106-8

Pedagogy of the Oppressed, 72

poverty, 16-9, 64-6

Prison Arts Foundation, 9-10, 26, 36-7, 67address, 37

Prison Journal, 24, 30-1, 37, 67-8address, 30

prison culture, 13, 30-2

protocol, 88

provincial institutions, 63, 75-6, 103-5, 107-8, 110

Reaching Out to Family. Letters, 50-1

regional plan, 76

Reid, 26, 72

reintegration, 43, 46, 48-50

release, 95-9

Report on the Literacy Needs of Women in Conflict with theLaw, 17, 35, 57

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