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Working with Indigenous Learners in Prison. Alicia Eugene. Overview. Setting the context: Indigenous disadvantage Focus on Indigenous Education Profile of Indigenous Offenders in Queensland The privilege and the challenge What works? The opportunity. Indigenous Disadvantage in Australia. - PowerPoint PPT Presentation
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Working with Indigenous Learners in Prison
Alicia Eugene
Overview
Setting the context: Indigenous disadvantage
Focus on Indigenous Education Profile of Indigenous Offenders in
Queensland The privilege and the challenge What works? The opportunity
Indigenous Disadvantage in Australia
Higher mortality rates and lower life expectancy rates Higher rates of chronic disease / illness Indigenous mothers = twice as likely to have a low birthweight
baby Gross weekly incomes = 65% of non-Indigenous family
incomes Indigenous unemployment rate = 16% vs 5% for non-
Indigenous Indigenous people are hospitalised for spousal / partner
violence at a rate 35 times more than non-Indigenous Australians
7 times the homicide death rate Adults = 13 x more likely to be imprisoned, juveniles = 28 x
more likely to be imprisoned.Source: Productivity Commission, 2009
The Context of Indigenous Disadvantage
Cultural “trauma” Undermining of traditional cultures Stolen generation Entrenched disadvantage (lack of access to
education, services etc) in remote communities
FOCUS ON INDIGENOUS EDUCATION
2009 Productivity Commission Report
2009 Productivity Commission Report
2009 Productivity Commission Report
Link Between Education and Offending
Research confirms a correlation between low levels of educational attainment and offending and between unemployment and offending
(NB direct causal relationship not established)
Reverse is also evident – i.e. employment is a protective factor against re-offending
Employment provides:– Access to a legitimate income– Improved self esteem– Regular routine / reason to get out of bed– Exposure to pro-social networks– Establishment of a “non-offending” identity
Kinner (2006), Callan and Gardner (2005), Saylor and Gates (1997), Graffam et al (2004).
PROFILE OF INDIGENOUS OFFENDERS IN QUEENSLAND
Figure 1. Prison Population 2006- 2007 to 2008- 2009
Prison Population - Total Offenders
0
1000
2000
3000
4000
5000
6000
7000
8000
2006-2007 2007-2008 2008-2009
Nu
mb
er o
f O
ffen
der
s A
dm
itte
d in
to C
ust
od
y
Indigenous Non-Indigenous
31% 31% 31%
69% 69% 69%
Source: QCS, IOMS
Table 1. Most Serious Offence/ Charge of prisoners as at 30 June 2009 Male Female
MSO Category % of
Offence % of
Indigenous % of
Offence % of
Indigenous
Homicide 10.6 18.2 10.5 18.1
Sexual Offences 16.5 26.7 1.4 16.6
Offences Against Person(s) 23 42.9 24 63
Offences Against Property 30.6 24.3 44.7 18.2
Drug related Offences 9 4 10.6 4.5
Weapons 0.3 0 0.5 50
Public Order Offences 0.4 32 0.5 50
Traffic Offences 4.7 31.3 3.8 12.5
Offences Against Justice 3.7 52.3 3.4 28.5
Other 0.9 15.3 0.5 0
Total 100 28 100 28 Source: Data collated from QCS Annual Report 2008-2009. NB: For sentenced prisoners, the most serious offence is the offence for which the prisoner has received the longest sentence in this episode. For unsentenced prisoners, the most serious charge is the charge which carries the longest statutory maximum penalty. Where sentences or penalties are equal, the most serious offence/charge is the offence/charge with the lowest Australian Standard Offence Classification (ASOC).
Breach of Domestic Violence Order Resulting in Imprisonment
0
100
200
300
400
500
600
700
800
900
1000
2006-2007 2007-2008 2008-2009
Nu
mb
er o
f E
pis
od
es
Indigenous Non-Indigenous
59% 57% 53%
43% 47% 41%
Source: QCS, IOMS
Prior History of Imprisonment - Indigenous Offenders 2008-2009
16%
56%
7%
21%
0 1-5 6-10 11+
Number of prior instances of imprisonment per
OffenderPrior History of Imprisonment - Non-Indigenous Offenders
2008-2009
10%
2%
57%
31%
0 1-5 6-10 11+
Number of prior instances of imprisonment per
Offender
Sentence Length
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous
2006-2007 2007-2008 2008-2009 2006-2007 2007-2008 2008-2009
unsentenced up to 18 mths 18 mths - 3 yrs greater than 3 yrs life
Source: QCS, IOMS
Educational Services Available in Prisons Across Queensland
AEVET Branch Literacy and numeracy Senior / Junior certificates Education officers support offenders to
complete tertiary studies as appropriate Range of nationally accredited VET /
Integrated with Industries
The Privilege and the Challenge
Working with one of the oldest cultures in history – Australia’s first nation people
Rich lores, traditions and knowledges
Culture that values family and kinship
Culture that values environmental stewardship
Indigenous Services Review
Questionnaires with 350 Indigenous offenders in custody (= 20% sample)
Interviews with a range of key internal and external stakeholders, including a number of remote communities.
Shared Learnings
Key stakeholders (including offenders themselves) recognise the fundamental value of literacy and numeracy
Education is seen as a key to employment and to a new start / non-offending
Overwhelming majority of Indigenous offenders surveyed want a job / access to a legitimate income
Challenges
English as a 2nd or 3rd language for offenders from remote communities
“Shame” to admit need to attend literacy / numeracy
Prefer Indigenous teachers / tutors but this is not always possible (recruitment issues etc)
For some offenders, being taught by female tutors was considered culturally inappropriate.
Westernised resources seen as not relevant for lived experience in remote communities. Some comments re “never need to do any readin’ and writin’”, “can get by without it.”
What Will Work?
Experiential vs didactic Learning by doing “Yarning circles” Don’t single out individuals (“shaming”) Usual best practice = don’t highlight mistakes, build
self esteem and efficacy, develop rapport, work from a relationship-base
Cater for multiple intelligences / multiple learning styles
Be aware of the “desire to please” – won’t necessarily ask for help when needed / will give “desired response”
What will work?
Use visual and aural resources (art and music) Make sure text is broken up on the page (lots of
space) Ensure resources combine text and associated
images whenever possible Encourage group-based learning Make literacy relevant for adult learners Functional literacy – filling in forms etc
Get “worded up”
Learn common / culturally-specific terminology (e.g. deadly, sister-girl, sorry business, yarning up, jealousing)
Learn to “talk around” – might take a while to get to the answer.
Build relationships – take the time to get to know people
If you have the opportunity, visit the communities
Do some research, learn to genuinely value and respect the culture
Examples of approaches that work in a prison setting
Help offenders to write letters home - a source of particular pride because it is shared with family
Find a common ground (establish interests etc) – develop your own resources that reflect these interests (e.g. AFL, fishing)
Study groups using yarning circles to share learnings
Use existing posters / directives in the prison as a basis for learning (e.g. reading a poster advertising visits times / process for using the phone system)
Encourage positive parenting – point out to adult learners that they will also be able to help their own children. Work with Indigenous learners to create “picture books” for their own children that are culturally appropriate.
LOTS OF PRAISE and POSITIVE REINFORCEMENT
The Opportunity
Every small step towards addressing the gap in learning outcomes between Indigenous and non-Indigenous Australians counts!
Literacy and numeracy is interrelated with so many other aspects of disadvantage – unemployment, nutrition, health, etc.
Don’t be shy of planting “hope” and talking about a non-offending future.