Prison Literacy Initiative

“Prison Literacy is a remarkable program, as we do vital and important work with learners who are truly marginalized and disenfranchised. It is a unique and valuable experience for both tutors and learners. Tutors bring light behind the walls, and demonstrate the power of literacy for self-improvement, independence, self-determination and rehabilitation. Tutors also learn much - about life, struggle, transformation and the resiliency of the human spirit.”
Carol Blake, Program Coordinator

Frontier College’s work with prisoners began in the 1970s when a number of Labourer-Teachers were placed in institutions in Manitoba. In 1983, a group of Frontier College members founded the Prison Literacy Initiative in Kingston, a major centre for federal correctional facilities.

The Program

The Prison Literacy Initiative provides one-to-one tutors for inmate learners who are functioning below a Grade 10 reading level. Although these learners receive priority, tutors may work with inmates above Grade 10 if they are in school programs, because of the belief that support towards completing a high school education will give them a better chance for reintegration and self-determination upon release.

Learners are interviewed by program coordinators and asked their availability for tutoring, why they want a tutor, subject matter to be tutored in, hobbies and interests to enable good matching between learner and tutor. Matching learners and tutors is not an exact science. Tutors are provided available information about the learner’s interests to support the tutoring relationship. They are not provided with information about the learner’s crime.

Evaluation of Prison Literacy Initiative is informal. Learners are referred to the program by staff, teachers, librarians, fellow inmates or general word-of-mouth. However, learners’ participation in the program is voluntary and tutoring itself is confidential. The rewards for the learners within the program are essentially intrinsic.

The Tutors

Tutors (40 in 2003-2004) are recruited from Queen’s University and the Kingston community and trained by Frontier College. Training involves orientation to Correctional Services (policies, laws and regulations inside a federal penitentiary; prisoner’s perspective on prison culture and life and volunteers inside, a presentation by an ex-prisoner; the Prison Literacy staff perspective on the prison environment and the tutor code of conduct) and adult literacy tutoring within the prison setting. Tutors are trained to assist with school-work and to create tutoring lessons and select materials that build on the strengths and interests of the learner. Learning is more meaningful when the learner determines the content and process of his or her learning.

Organization

One part-time staff coordinator, Carol Blake and five student volunteer executive members, manage Prison Literacy. The volunteer executive members make up the Organizational Team (OT). Returning tutors who apply for the positions are chosen for their proven tutoring and interpersonal skills and innovative ideas for program improvement. One of Frontier College’s innovations in its campus programs are university student volunteers managing other volunteers. Program staff supports them. This is a critical aspect of the Prison Literacy Initiative.

Support from staff, the OT and the program coordinator must be constant and consistent for both the tutor and the learner in each match. Working and living in the prisons can be very isolating; creating a sense of connection to the larger literacy program is important to tutors and learners.

Tutoring is always a learning experience for the tutors as well as their learning partners. The prison setting provides a powerful example. Tutors are unlikely to have prior experiences with prison or the criminal justice system. They are confronted by new understandings of factors associated with criminal behaviour - poverty, addictions, mental health issues, homelessness, learning disabilities, instability in living conditions, the inability to learn in traditional classroom settings – and the limitations of public policy for these populations. The experience often results in advocacy for reform.

The Prison as a Learning Environment

Creating the tutoring relationship is particularly difficult in the prison setting.
Security concerns may interrupt activities at a moment’s notice. The disciplinary atmosphere imbues all programs, including the tutoring program. The curtailing of liberty, privacy and responsibility often creates an atmosphere of resistance, hopelessness and stasis. As well, the tension level of an institution will vary from day to day and may become volatile. Prison culture often means that those prisoners most in need of our help do not come forward. Most new tutors are nervous about going into a prison for the first meeting with their learners; and most learners are apprehensive about meeting a stranger who has volunteered to help them. Some learners have multiple needs and sustaining attendance every week may be very difficult.

Although significant challenges have to be faced to make the program work, the volunteers are highly valued by the prisoners. There are many success stories!

Stories from participants

Letters from contacts in the prison system
[The learner] had attended our school program for a short time but found it difficult to be in a group, and as a result, he quit school. However, on a one to one basis with [the tutor’s] consistent attention, patience and support...
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One learner's experience
One to one tutoring is great. I was doing short stories and the tutors that helped me were awesome! Last year, my tutor showed me...
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Additional Information

History of Frontier College
Founded in 1899 by Alfred Fitzpatrick and a small group of university students at Queen’s University, Frontier College has been reaching out to people wherever they are and responding to their particular learning needs...
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