The California Department of Corrections Rehabilitation (CDCR) offers the parole system educational programs for dealing with parole violators who have committed a crime as a result of alcohol or drug addiction. The educational programs are conducted in prisons, parole offices, and jail settings. Classes give parolees an opportunity for recovery from substance addiction and a lifestyle involving crime. Research shows that education reduces recidivism and addiction. Curricula in California are facilitated using the cognitive-behavioral educational approach. This approach when used alone does not significantly improve the chances of long-term recovery and subsequent drop in recidivism rate. The cognitive-behavioral approach is dominated by rational, logical, ego-based conceptions of knowing. It assumes that the student is able to make appropriate choices based on cognitive processing. Students must first be given an opportunity to form deeper cohesive structures by making meaningful interpersonal and intrapersonal psychological and intellectual connections. For recidivism rates to improve and a stable life to be (re) established, I propose that curricula including a multiplicity of teaching strategies be implemented, not only for student recovery from addiction and a drop in the recidivism rate, but also as a powerful potential for teacher renewal. The present qualitative study describes a meaning-making pedagogical process that focuses on deeper emotional and spiritual dimensions of learning.
|School:||Pacifica Graduate Institute|
|School Location:||United States -- California|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Subjects:||Physical therapy, Educational psychology, Teacher education, Criminology|
|Keywords:||Addiction, Dialogic process, Freire, Paulo, Incarcerated, Liberative educational approach, Troubled students|
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