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

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1000

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7000

8000

2006-2007 2007-2008 2008-2009

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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

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2006-2007 2007-2008 2008-2009

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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.