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Jarret S Lovell, Crimes of Dissent: Civil Disobedience, Criminal Justice and the Politics of Conscience

Jarret S Lovell, Crimes of Dissent: Civil Disobedience, Criminal Justice and the Politics of... Book Reviews 313 The analysis in Chapter 6 of the influences of prison education on life after release faces the challenge of drawing meaningful conclusions from a combination of research studies that have different aims, designs, samples and measures. Having noted in the earlier chapters the multiplicity and overlap of factors which contribute to students’ engagement with learning, the reader becomes very aware of the difficulty of isolating the impact of educational interventions on recidivism. Given the many caveats included in the text and footnotes about the research findings presented and the lack of informa- tion about effect sizes, the conclusions drawn about education’s impact feel rather shaky. The accounts of the two students after their release from prison help to illustrate why it can be difficult to establish direct links between education in prison and life afterwards and also why thinking of education in terms of its impact on recidivism does not capture its wider contribution to students’ personal development and social capital. Emma Hughes astutely eschews ‘prescriptive and simple categorisations for educa- tional experiences’ in the concluding chapter, preferring instead to ‘highlight important indicators regarding the nature of influences that can affect studies in either constructive or http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian & New Zealand Journal of Criminology SAGE

Jarret S Lovell, Crimes of Dissent: Civil Disobedience, Criminal Justice and the Politics of Conscience

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Publisher
SAGE
Copyright
© The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav
ISSN
0004-8658
eISSN
1837-9273
DOI
10.1177/0004865813487844
Publisher site
See Article on Publisher Site

Abstract

Book Reviews 313 The analysis in Chapter 6 of the influences of prison education on life after release faces the challenge of drawing meaningful conclusions from a combination of research studies that have different aims, designs, samples and measures. Having noted in the earlier chapters the multiplicity and overlap of factors which contribute to students’ engagement with learning, the reader becomes very aware of the difficulty of isolating the impact of educational interventions on recidivism. Given the many caveats included in the text and footnotes about the research findings presented and the lack of informa- tion about effect sizes, the conclusions drawn about education’s impact feel rather shaky. The accounts of the two students after their release from prison help to illustrate why it can be difficult to establish direct links between education in prison and life afterwards and also why thinking of education in terms of its impact on recidivism does not capture its wider contribution to students’ personal development and social capital. Emma Hughes astutely eschews ‘prescriptive and simple categorisations for educa- tional experiences’ in the concluding chapter, preferring instead to ‘highlight important indicators regarding the nature of influences that can affect studies in either constructive or

Journal

Australian & New Zealand Journal of CriminologySAGE

Published: Aug 1, 2013

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