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Illiterate Inmates Educating Criminals in Nineteenth Century England

Crone Rosalind
Innbundet / 2022 / Engelsk

Produktdetaljer

ISBN
9780198833833
Publisert
2022
Utgiver
Oxford University Press
Vekt
834 gr
Høyde
240 mm
Bredde
165 mm
Dybde
29 mm
Aldersnivå
UP, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
452

Forfatter
Crone Rosalind

Biografisk notat

Rosalind Crone is senior lecturer in history at The Open University, author of Violent Victorians (2012) and has written on nineteenth-century popular culture, the history of reading, literacy and education, and the history of prisons. She is Director of the Open University's Centre for the History of Crime, Policing, and Justice and project lead for prisonhistory.org.

Illiterate Inmates Educating Criminals in Nineteenth Century England

Crone Rosalind
Innbundet / 2022 / Engelsk
Crone Rosalind
Innbundet / 2022 / Engelsk
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The book is a wealth of comprehensive research with a substantial number of areas of interest to family and community historians as well as to those with general interest in social history.

Helen Johnston, University of Hull, Family & Community History, Vol. 26/2

The amount of research that has fed into this book is indeed impressive; the wealth of data - some of which is presented in extensive appendices at the back of the volume - will be an essential resource for anybody studying penal and educational history for years to come.

Anne Schwan, Culture and Social History

Ultimately it is these vivid examples, along with the meticulous footnotes, charts and tables, primary sources such as prison inspector reports, as well as detailed appendices,that render this an indispensable volume. The book's geographical boundaries make sense, and yet the mentions of Irish prisons, references to prisoner transportation, andfascinating material on women prisoners invite other scholars potentially to expand on this exciting research. In this invaluable contribution to the history of education in the nineteenth century, we are haunted by the past and also by the challenges that persist-as today's prisoners remind us-in the present.

Sheila Cordner, Victorian Studies

Se alle

Crone has written an impressively researched, nuanced, and well-argued book thatdeserves to be read widely and should be essential reading for historians of education and those interested in penal history. Victorianists and social historians will also find in it much that is worthwhile. The book's eclectic visual sources, including images of prison registers and classrooms, enliven its often-hefty empirical analysis and textual thickets, while offering the reader a more vivid understanding of the topic. The copious notes and tables in the book's appendices amount to an invaluable resource and reference guide that will be of interest to both scholars and students wishing to research this topic further.

Petros Spanou, Journal of British Studies

The nineteenth-century prison, we have been told, was a place of 'hard labour, hard board, and hard fare'. Yet it was also a place of education. Schemes to teach prisoners to read and write, and sometimes more besides, can be traced to the early 1800s. State-funded elementary education for prisoners pre-dated universal and compulsory education for children by fifty years. In the 1860s, when the famous maxim, just cited, became the basis of national penal policy, arithmetic was included by legislators alongside reading and writing as a core skill to be taught in English prisons. By c.1880 every prison in England used to accommodate those convicted of criminal offences had a formal education programme in which the 3Rs - reading, writing, and arithmetic - were taught, to males and females, adults and children alike. Not every programme, however, had prisoners enrolled in it. Illiterate Inmates tells the story of the emergence, at the turn of the nineteenth century, of a powerful idea - the provision of education in prisons for those accused and convicted of crime - and its execution over the century that followed. Using evidence from both local and convict prisons, the study shows how education became part of the modern penal regime. While the curriculum largely reflected that of mainstream elementary schools, the delivery of education, shaped by the penal environment, created an entirely different educational experience. At the same time, philosophies of imprisonment which prioritised punishment and deterrence over reformation undermined any socially reconstructive ambitions. Thus the period between 1800 and 1899 witnessed the rise and fall of the prison school in England.
Les mer
Illiterate Inmates tells the story of the emergence, at the turn of the nineteenth century, of a powerful idea - the provision of education in prisons for those accused and convicted of crime - and its execution over the century that followed, drawing on evidence from both local and convict prisons.
Les mer
Introduction Part One: Growth, c.1800-c.1857 1: 'Educating Criminals': The Emergence and Spread of an Idea 2: The Measurement of Prisoner Literacy and its Uses 3: The Evolution of the 'Prison School' 4: Inside the Prison School: Teaching, Learning, and its Effects Part Two: Uncertainty, c.1850-c.1880 5: Educating 'the Criminal' 6: Education and the Changing Penal Regime Part Three: Retreat, c.1868-c.1899 7: The Attempt to Achieve a National System 8: The Du Cane Regime: Appearance and Reality 9: The Attempt to Rebalance Conclusion
Les mer
Rosalind Crone is senior lecturer in history at The Open University, author of Violent Victorians (2012) and has written on nineteenth-century popular culture, the history of reading, literacy and education, and the history of prisons. She is Director of the Open University's Centre for the History of Crime, Policing, and Justice and project lead for prisonhistory.org.
Les mer
Reveals the origins of the provision of education in English prisons, and of statistics on prisoner literacy Tracks the provision of education in English prisons within both the local and convict prison sectors over 100 years Narrates the story of the rise and fall of the prison school in the English penal sector, the consequences of which continue to be felt today Revises several key milestones in both the history of prisons and the history of education
Les mer

Relaterte produkter

The book is a wealth of comprehensive research with a substantial number of areas of interest to family and community historians as well as to those with general interest in social history.

Helen Johnston, University of Hull, Family & Community History, Vol. 26/2

The amount of research that has fed into this book is indeed impressive; the wealth of data - some of which is presented in extensive appendices at the back of the volume - will be an essential resource for anybody studying penal and educational history for years to come.

Anne Schwan, Culture and Social History

Ultimately it is these vivid examples, along with the meticulous footnotes, charts and tables, primary sources such as prison inspector reports, as well as detailed appendices,that render this an indispensable volume. The book's geographical boundaries make sense, and yet the mentions of Irish prisons, references to prisoner transportation, andfascinating material on women prisoners invite other scholars potentially to expand on this exciting research. In this invaluable contribution to the history of education in the nineteenth century, we are haunted by the past and also by the challenges that persist-as today's prisoners remind us-in the present.

Sheila Cordner, Victorian Studies

Se alle

Crone has written an impressively researched, nuanced, and well-argued book thatdeserves to be read widely and should be essential reading for historians of education and those interested in penal history. Victorianists and social historians will also find in it much that is worthwhile. The book's eclectic visual sources, including images of prison registers and classrooms, enliven its often-hefty empirical analysis and textual thickets, while offering the reader a more vivid understanding of the topic. The copious notes and tables in the book's appendices amount to an invaluable resource and reference guide that will be of interest to both scholars and students wishing to research this topic further.

Petros Spanou, Journal of British Studies

The nineteenth-century prison, we have been told, was a place of 'hard labour, hard board, and hard fare'. Yet it was also a place of education. Schemes to teach prisoners to read and write, and sometimes more besides, can be traced to the early 1800s. State-funded elementary education for prisoners pre-dated universal and compulsory education for children by fifty years. In the 1860s, when the famous maxim, just cited, became the basis of national penal policy, arithmetic was included by legislators alongside reading and writing as a core skill to be taught in English prisons. By c.1880 every prison in England used to accommodate those convicted of criminal offences had a formal education programme in which the 3Rs - reading, writing, and arithmetic - were taught, to males and females, adults and children alike. Not every programme, however, had prisoners enrolled in it. Illiterate Inmates tells the story of the emergence, at the turn of the nineteenth century, of a powerful idea - the provision of education in prisons for those accused and convicted of crime - and its execution over the century that followed. Using evidence from both local and convict prisons, the study shows how education became part of the modern penal regime. While the curriculum largely reflected that of mainstream elementary schools, the delivery of education, shaped by the penal environment, created an entirely different educational experience. At the same time, philosophies of imprisonment which prioritised punishment and deterrence over reformation undermined any socially reconstructive ambitions. Thus the period between 1800 and 1899 witnessed the rise and fall of the prison school in England.
Les mer
Illiterate Inmates tells the story of the emergence, at the turn of the nineteenth century, of a powerful idea - the provision of education in prisons for those accused and convicted of crime - and its execution over the century that followed, drawing on evidence from both local and convict prisons.
Les mer
Introduction Part One: Growth, c.1800-c.1857 1: 'Educating Criminals': The Emergence and Spread of an Idea 2: The Measurement of Prisoner Literacy and its Uses 3: The Evolution of the 'Prison School' 4: Inside the Prison School: Teaching, Learning, and its Effects Part Two: Uncertainty, c.1850-c.1880 5: Educating 'the Criminal' 6: Education and the Changing Penal Regime Part Three: Retreat, c.1868-c.1899 7: The Attempt to Achieve a National System 8: The Du Cane Regime: Appearance and Reality 9: The Attempt to Rebalance Conclusion
Les mer
Rosalind Crone is senior lecturer in history at The Open University, author of Violent Victorians (2012) and has written on nineteenth-century popular culture, the history of reading, literacy and education, and the history of prisons. She is Director of the Open University's Centre for the History of Crime, Policing, and Justice and project lead for prisonhistory.org.
Les mer
Reveals the origins of the provision of education in English prisons, and of statistics on prisoner literacy Tracks the provision of education in English prisons within both the local and convict prison sectors over 100 years Narrates the story of the rise and fall of the prison school in the English penal sector, the consequences of which continue to be felt today Revises several key milestones in both the history of prisons and the history of education
Les mer

Produktdetaljer

ISBN
9780198833833
Publisert
2022
Utgiver
Oxford University Press
Vekt
834 gr
Høyde
240 mm
Bredde
165 mm
Dybde
29 mm
Aldersnivå
UP, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
452

Forfatter
Crone Rosalind

Biografisk notat

Rosalind Crone is senior lecturer in history at The Open University, author of Violent Victorians (2012) and has written on nineteenth-century popular culture, the history of reading, literacy and education, and the history of prisons. She is Director of the Open University's Centre for the History of Crime, Policing, and Justice and project lead for prisonhistory.org.

Relaterte produkter