L’éducation carcérale postsecondaire en pénitenciers canadiens : entre réhabilitation, responsabilisation et coercition
This thesis aims to deepen the knowledge of college professors who work in the specific environment of federal penitentiaries in Quebec. It seeks to interrogate and analyze the representations that guide their teaching, to grasp the way in which teachers conceive their relationship to students, tasks and institution, both in penitentiaries and in the community. To achieve this, two types of sources informed the analysis, that is, semi-structured interviews with Cégep teachers working in penitentiaries and a documentary analysis of the official reports of the Cégep in charge of those programs. Ultimately, the experience of teachers has been framed by the historical trajectory of prison education and the daily negotiation of their professional role. Thus, on the one hand, this dissertation sets out the presence of professors in penitentiaries in the historical context of the evolution of education in penitentiaries, itself inseparable from the evolution of correctional intervention philosophies. It is therefore within the detotalitarization movement of prisons and paradigm shifts in prison intervention that prison education has historically been institutionalized and has thus given teachers a certain legitimacy. This legitimate place was not acquired without its share of transformations of tasks, and is still responds to the logic of a coercive and gendered institution, marked by a recent conservative political turning point. On the other hand, it is necessary to record the experience of professors in their professional trajectories, which informs the modalities of their engagement both in the prison world and with prisoners. The day-to-day negotiations of their professional role can therefore be understood only within historically constructed margins of action and their personal references.
Prison Cégep Carceral education Cegep Professor Correctional service Canada SCC CSC