This chapter explores discourses of respect in the Education Department of a Young Offenders Institution (YOI). Research has shown that prison staff find it difficult to feel respect for prisoners because these are individuals who have officially lost that same respect in society (Jenkins 1991; Butler 2008). Moreover, it is argued that prison by its very nature makes it difficult for those in charge to feel respect for their passive and not autonomous subjects (Miller 2001; Liebling 2004). Butler and Drake (2007), who conducted research on the concept of respect in adult prisons, note that the realities of the prison system, such as the authoritarian environment, the status of prisoners as criminals, the role of staff as wardens, and the treatment of prisoners as passive recipients of power, make it impossible for offenders to earn the respect of the prison staff. While accepting some of the analytical insights presented in the above research, this study aimed at achieving a more nuanced and in-depth understanding of the dynamics and discourses of respect in custodial correctional settings. In particular, it was hypothesized that whereas uniformed staff working in the Education Wing would employ an authoritative discourse of respect underpinned by a view of the prisoners as a uniform and monolithic group, teachers and other civilian staff working with the young offenders would give voice to diverse perspectives on respect based on a greater acknowledgement of the prisoners as individuals, capable of personal improvement and rehabilitation. One of the main purposes of the study was to provide helpful information for implementing restorative justice in prisons for young offenders.
Competing Discourses of Respect in a YOI Education Department
BOCALE, PAOLA
2014-01-01
Abstract
This chapter explores discourses of respect in the Education Department of a Young Offenders Institution (YOI). Research has shown that prison staff find it difficult to feel respect for prisoners because these are individuals who have officially lost that same respect in society (Jenkins 1991; Butler 2008). Moreover, it is argued that prison by its very nature makes it difficult for those in charge to feel respect for their passive and not autonomous subjects (Miller 2001; Liebling 2004). Butler and Drake (2007), who conducted research on the concept of respect in adult prisons, note that the realities of the prison system, such as the authoritarian environment, the status of prisoners as criminals, the role of staff as wardens, and the treatment of prisoners as passive recipients of power, make it impossible for offenders to earn the respect of the prison staff. While accepting some of the analytical insights presented in the above research, this study aimed at achieving a more nuanced and in-depth understanding of the dynamics and discourses of respect in custodial correctional settings. In particular, it was hypothesized that whereas uniformed staff working in the Education Wing would employ an authoritative discourse of respect underpinned by a view of the prisoners as a uniform and monolithic group, teachers and other civilian staff working with the young offenders would give voice to diverse perspectives on respect based on a greater acknowledgement of the prisoners as individuals, capable of personal improvement and rehabilitation. One of the main purposes of the study was to provide helpful information for implementing restorative justice in prisons for young offenders.
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