I have a few different versions depending upon my audience.
If you have any questions or would like to debate any parts of this paper, please contact me. All comments are welcome.
Media Literacy in Prison: Connecting with Life Outside of the
Fence
Nicole A. Wendolowski, M.Ed.
Pennsylvania State University
Abstract
This paper focuses
on prison education in the United States and the importance of adding media
literacy to the curricula in order to enhance an inmate’s critical thinking
skills. Despite race, class, and educational levels, exposure to media remains
a commonality amongst inmates. By
understanding common stereotypes presented by the media and deconstructing
media content, inmates have a higher sense of self-worth. Thus, making them
more productive members of society.
In addition, it affords inmates the ability to think beyond the prison
cell and the daily routines of prison life. Furthermore, it will reacquaint
inmates with the media savvy world that he will be expected to re-integrate
with upon release, as well as, reinforce the bond between the inmate and
outside world.
Media Literacy in Prison: Connecting with Life Outside of the
Fence
Since the 1800’s,
thoughts and events concerning education have been related to changes in
society. Unfortunately, many of the renowned educational theorists such as
Dewey, Freire, Thorndike, Eliot or key players in reform focused their
attention solely on pedagogy and the development of children, while adult
learning received little attention.
Knowles, the father of adult education, recognized this oversight and
developed the term andragogy, which began to characterize adult education in
the United States (Merriam & Brockett, 1997). Knowles believed that adult education should be
self-directed, based on experiences, have relevance to personal life or job and
be problem centered. Similarly, in
1933 the Englehardt Commission stated, education in corrections must meet the
needs of individual students (Roberts, 1971).
The United States,
has more people incarcerated and under correctional control than any other
nation (Barton & Coley, 1996). So it is not surprising that the United
States prison system remains the largest provider of basic adult education. In
many instances, prison education affords its students the opportunity to obtain
skills that they failed to acquire in the traditional school setting and in
essence is a second chance at school. Research suggests that 237,000- 306,000
of 766,000 prison inmates perform in the lowest levels of literacy (U.S
Department of Education, 1994.) Overall, correctional populations have lower
educational attainment than do those in the general population. Hence, prisons
have an illiteracy rate of 40-60% or a large proportion of undereducated
inmates (Williamson, 1992).
The literacy level of inmates is often lower than the level required in
the labor market (Barton & Coley, 1996). Warren Burger, a former U.S Supreme Court Justice said, “we
must accept the reality that to confine offenders behind walls without trying
to change them is an expensive folly with short-term benefits- winning battles
while losing the war; it is wrong, expensive and stupid (Petersilia, 2003,
p.93). He encouraged all inmates to become literate and obtain employable
skills. In addition, McCollum (1992) of the Federal Bureau of Prisons asked the
question: can any correctional administrator justify returning an illiterate
person to the community after ten years of incarceration?
The answer to the
above question may be obvious, however one must first define literacy.
Traditionally, literacy referred to the ability to read and write; however,
being literate in today’s society involves much more than reading print and
filling out forms. This new form of literacy involves making sense of a
socially constructed world. It
includes the ability to read electronic messages by translating the visual and
verbal languages used, putting the message in context with other messages, and
ultimately evaluating whether one wants to pay attention to and internalize
this message or not. (Thoman, 2003).
Today, messages
radiate from all directions and media consumes all space and time. Generally
when referring to media, individuals will automatically associate it with
printed or televised ‘news’, but more specifically media refers to all digital
and printed materials. Media
ranges from billboards on the highway to videogames and the Internet. For one
moment, imagine driving down a busy street – satellite radio is playing, cars
with advertisements cruise past and the digital billboards beckon a passersby to
eat at Joes Diner. Additionally,
one passenger is playing a hand held video game while the other watches a DVD
in the portable player. Students in elementary school receive instruction to
help them make sense of this media bombardment. Without such education inmates
may be apt to believe anything they hear, see, or read foregoing any critical
message assessment. For this reason, adult students need to be equipped with
the tools to interpret these messages as well. In an ever-increasing media saturated society, students must
understand that information is socially constructed and recognize how authors convey
meaning about socially constructed experiences (Hobbs, 1998, 2006). The term Media Literacy defines
the ability to analyze, evaluate, interpret and communicate information in a
variety of forms, including print and non-print images (Aufderheide, 1993).
Since most people receive all of their information about the world from a media
source such as television, newspaper, radio or magazines, it is critical that
students learn to analyze and evaluate the images that they are presented with
(Tyner, 1992, Hobbs, 1998).
According to the Alliance for a Media Literate America, “media literacy
develops informed, reflective and engaged participants for a democratic
society”(p.4). Furthermore, a White House report suggests that media literacy
promotes intellectual growth in addition to empowering students (Hobbs 1998,
Heins & Cho, 2003).
Undoubtedly, citizens who can make sense of the wealth of information
will make informed decisions. For this reason, the federal government
recommended that media literacy be a priority in the United States during the
1990’s (Heins, & Cho, 2003).
As a teacher in an
adult, male correctional facility, the education level and inability of many
inmates to think critically is startling. The goal for inmates participating in
prison education programs is to obtain a General Equivalency Diploma or GED.
However, focusing solely on the primary subjects in the prison classroom falls
incredibly short if successful re-integration to society is the desired
outcome. A GED is barely enough to
get a minimum wage job never mind a well paying career in today’s hi-tech job
market. In addition to focusing on
the fundamental subjects, an expanded concentration that includes media
literacy instruction needs to be implemented. Media literacy not only builds
critical thinking and communication skills, but can spark an interest in
education, bolster self-esteem and enhance employability skills, which in turn,
reduces the rate of recidivism. Thus, a media literacy component remains
nothing less than a critical element in prison literacy programs throughout the
United States, and continuing without such inclusions would be irresponsible.
Importance of Media Literacy
Throughout the
literature the importance and effectiveness of media literacy in education is
well documented. Numerous studies have been conducted in an attempt to quantify
the impact of media on society, and the effect that it has on the learning
process. The first articles mentioning media literacy in the United States date
as far back as the 1960’s. In 1978
while Jimmy Carter was president, he presented the topic of media literacy to
the forefront of reform, which lead to the government funding programs to
enhance critical viewing skills. Later, UNESCO urged for international
cooperation in the creation of a comprehensive media literacy program that
spanned from childhood into adulthood. (Heins & Cho, 2003.) However, England, Australia and Canada
have been teaching media literacy in the classroom for years. A decade later, media literacy has been
added to school curricula throughout the United States. In Pennsylvania, it is
included in the Academic Standards for Reading, Writing, Speaking and
Listening. In grade 5, the standard emphasizes comparing forms of media,
discussing the reliability of resources, and explaining the role of
advertisements in the media.
More recently,
media literacy has been added to the curricula of 15 states.
Opponents of incorporating media
literacy into education often regard media passively. For example, the television
is simply meant for entertainment and not analytical purposes (Hobbs,
2006). However, the educators in
favor of incorporating media literacy into the curriculum argue that it
provides the opportunity to connect culture with subject matter. In essence, it
connects the school, home, and community together. When a connection is not
forged between the school and communities, students cannot relate which
ultimately leads to failure (Hobbs, 1992).
It is believed
that media has reshaped the knowledge and skills necessary for participation in
society (New London Group, 1996) Furthermore, the failure to teach media
literacy skills is a failure to create a citizen capable of participating in a
democratic society. Overall, the literature supports the use of media literacy
in the classroom.
Much of the
current research focuses on children and their interaction with media and the
development of critical viewing and critical thinking skills. In addition,
focus was placed on being able to utilize technology to construct images.
Although the research contains many articles that discuss media literacy in
Elementary and High School, few discuss media literacy in adult basic education
programs and fewer based within a prison setting.
History
of Prison Education Programs
Education within a
correctional setting first emerged in 1778 and has remained an important part
of corrections since. According to
Ornstein and Hunkins (2004), in 1979, Thomas Jefferson advocated a plan for all
classes of people to be educated at the expense of the state or locality;
however, one year prior to Jefferson’s plan the first prison school opened in
Philadelphia. This program
provided leisure activity to inmates who wanted to learn reading, writing and
arithmetic (Roberts, 1971). During the Colonial Period, the main purpose of
school was to teach the bible (Ornstein & Hunkins, 2004). During this period the focus was on the
scriptures, which was generally taught by the chaplain. (Roberts, 1971). Soon
after, New York passed a law that required prisons to have at least two
certified teachers. This was the
first legal recognition of prison education.
As time
progressed, correctional education evolved to meet the needs of society. In the
correctional setting, education tends to be used as a form of rehabilitation
and viewed as one of the key elements in the successful reintegration to
society. Education, which was once a choice for inmates, became a mandatory
requirement in the Federal Bureau of Prisons in 1982. As time passed, the
requirements increased and were modified to adapt to an ever-changing society.
In 1991, the Federal Bureau of Prisons required all inmates who did not have a
GED credential to participate in the literacy program for a minimum of 240
hours. Shortly after, the State prison
systems nationwide began to adopt their own participation requirements. This is
significant insomuch that studies reviewing the impact of prison education
suggest that educated inmates will be less likely to recidivate or commit
future crimes (Harer, M, 1995; Saylor & Gaes, 1996; Janic, M. 1998;
Steurer, Smith & Tracy, 2001; Nuttall, J. 2003; NCSALL, 2005). As a result, providing a quality
education in the prison setting can have positive, long lasting affects on
society.
Media
in Prison
Media presence in
prison is abundant and taken quite seriously by many inmates. When talking
about television in the housing unit, one inmate said, “Do you know what would
happen if the TVS were taken away? There would be a full blown riot.”
Although there are many positive affects of media, some
researchers suggest that the media paints an unrealistic portrait of society in
regards to power relations, dominance and violence. (Vandelbosch, 2005.) In addition, the stigmatization of
prisoners created by the media has been noted to decrease self-esteem. In effect, causing a negative reaction.
This negativity or distorted view of reality is where media literacy comes into
play. The stigmatization of
inmates is what they will have to cope with upon release so these thoughts,
ideas, and images need to be explored.
It is in these distortions that inmates can learn to evaluate material
they are presented with. With so
much information coming from media sources, an inmate must be able to analyze
the information critically. In the following sections of the
paper, we will look at how media literacy can impact the life of inmates and
the benefits associated with implementing media literacy into the curriculum.
Critical Thinking
and Media
In a correctional
environment, the facility can be compared to an authoritarian parent. Due to
the circumstances, an inmate’s environment is controlled in order to maintain
the safety and security of the institution. This control limits decision-making and the
options to decide upon. For many
inmates, life becomes a matter of routine but suddenly when they are released
they are bombarded with options and stimuli all of which they were sheltered
from in the institution. In many respects, this would be similar to culture
shock. Promoting critical thinking
in the correctional classroom, encourages an examination of information,
thoughts and ideas. Of course, it is not possible to control the thinking of
another person. However, it is possible to promote critical thinking and
encourage higher-level thought. In effect the statement, “I wasn’t thinking”
may be used less frequently.
Michael Scriven
defines critical thinking as “skilled and active interpretation and evaluations
of observations and communications, information and argumentation.” (Fischer
& Scriven, 1997, p.21).
Critical thinking is based on the Socratic ideal that the unexamined
life is not worth living (Elder, 2007).
Elder states, “people who think critically consistently attempt to live
rationally, reasonably and empathetically.” Moreover, The Foundation for Critical Thinking believes that
if people can take charge of their own minds, they can take charge of their own
lives. In contrast, the opposite of a critical thinker is someone who does not
reflect, jumps to a conclusion and accepts statements or decisions at face
value. Unfortunately, many of the
students in the prison classroom can be characterized as unreflective and at
times unreasonable or irrational so the goal of any program should be to
promote and improve critical thinking.
Critical thinking is not a natural
skill. Potentially, by learning to
think critically criminal impulses may be lessened or at the least evaluated. The possible benefits of teaching
or guiding students toward critical thinking are numerous. Often media literacy
and critical thinking are coupled together. Essentially, by incorporating media
literacy into the curriculum, critical thinking will be infused into it. Thus,
media literacy is by its very nature critical thinking. Simply, in media literacy
critical thinking involves the explicit and implicit meanings of print, images
and audio.
A commonality
among all inmates and the general public alike is exposure to media. Generally speaking, media is of high
interest to adult students, which fits with Knowles’ emphasis on self-directed
activity, and all students can connect with it in one aspect or another, which
would stimulate thinking and provide motivation.
As a society and
as a culture, the submersion in media may not be apparent because it is a way
of life. Being able to decipher
the layered messages is important since it often involves issues of race, class
and gender. An inmate once said,
“in my country, I never got in trouble but when I came to the United States I
could not get a good job that paid well so I sold drugs to get quick cash
because that is what you do in America.”
While the media has helped shape the “you must have it all and you must
have it all now” ideal – unfortunately not everyone can live the lavish
rock-star lifestyle.
Media and Stereotyping
The effects of
media do not discriminate based on sex, race, religion, educational level or
geographic location. However, it does impact the views that individuals have
regarding diversity. Many of the stereotypes that are maintained in society
originate from the media. Media is designed to evoke responses whether positive
or negative and create a lasting impression. It impacts every individual
whether in the prison or outside.
When media
literacy is discussed in regards to a culture, a common theme emerges and that
theme includes the inaccurate representation of specific groups of people. As a result, Asians are often viewed as
the model minority, while individuals from India are viewed as the Quickie Mart
owners or as telephone support staff.
In addition, homosexual men are viewed as flamboyant, entertaining and
have a keen sense for fashion. Subsequently, African Americans in the media are
defined by crime and violence.
Rome (2004) suggests that reality crime shows and news reports define
crime and the illustrations that are associated with the crime or story is what
lingers on in the minds of those who saw it. As a result, the imagery depicted whether positive or
negative is connected with particular groups of people. Consequently, for
African American the media creates damaging self-fulfilling prophecies (Rome,
2004).
Much of the
current research and discussion regarding African Americans and the media
revolve around the public’s image of the African American man. Clearly evidence
supports that the media has created an association between the black man and
criminal. During a class discussion in a prison classroom, one inmate stated
that when he was a teenager, he found it funny when a white woman would clutch
her purse as he walked by, but as he grew up, he began to take offense to that
stereotype. In addition, he recalls the irony of one of his first dates. Even
within the middle class black community, stereotypical images of the black man
are associated with the media imagery of thugs. A young woman’s family forbade her to see a young man they
perceived as a “thug” so she went out on a date with this man who dressed in
business casual clothes. Because
he was well dressed and equally well spoken, the lady’s family approved of her
selection. Ironically, the
better-dressed man is now an inmate.
The inmate chuckled and said, I was really the thug and the boy dressed
like the thug was not.
The Construction of Language
While speaking of thugs, it is important to note that language is a social construct; through social constructions words and images get meaning. The media created the image of a thug; a black man dressed in his baggie clothes, jeans below his thighs wearing a do-rag or skullcap on his head. Just as media created ‘Barbie’ the perfect woman. These are powerful images with clear associations with particular groups of people. Thug is most commonly defined as an aggressive, violent young criminal (http://wordnet.princeton.edu). On the other hand, the rap icon Tupac Shakur, who spent time in jail defined thug as someone who has not had a good life but who does what is right. (www.urbandictionary.com). Tupac had a very different take on the term than mainstream media.
Another term
widely associated with African American males is ‘gangsta’. The Urban dictionary defines gansta as
“a sociopathic member of the inner-city underclass,
known primarily for being antisocial and uneducated; they are also known for
ready access to illegal drugs and weapons, and staggeringly poor marksmanship.”
(http://www.urbandictionary.com). In the city the nightly news often
emphasizes the part of the story where the perpetrator misses his intended
target and shoots the innocent passersby as if it would have been better if he
hit the target, who also may have been innocent?
In addition to defining words, the media also creates a
buzz. Regardless of race or
ethnicity, ‘fo shizzle’ meaning for sure has become a part of mainstream
America’s vocabulary. Snoop Dog a
rapper popularized the ‘izzle’ in essence creating a language, which is now
part of popular culture. Because
of mass media and the dissemination of information, Snoop Dog has been credited
with inventing this nonsensical language when it fact an older funk artist
named Frankie Smith used it in 1981 in a song called Double Dutch Bus. The popularity of izzle spread across
the nation. For this reason, sites
dedicated to translating words into the ‘izzle’ became popular. With this in mind, Gizoogle a site that
translated words into izzle slanguage was getting 60,000 hits a day and was
rated as a must see site. (www.washingtonpost.com). In a MTV interview, headline
‘Izzle has Fizzled’, Snoop says, “Let it go. OK, America? Let it go. You can't
say "izzle" no more. Tizzle, fizzle, dizzle — none of that. It's over
with. LIG. Let it go” (http://www.mtv.com).
Over the past few years another language has emerged which
is the language of text or digital shorthand. This acronym trend is utilized to better facilitate text
messaging, instant messaging and email.
During the fall of 2007, a commercial previewed that had a women in her
80’s text messaging her ‘BFF’ Rose
alongside of her grandchildren.
Just as Gizoogle translated the izzle, there are websites dedicated to
translating text into lingo or lingo into text such as www.lingo2word.com; Net Lingo offers a
list of acronyms that every parent should know in order to understand what
their children are saying.
By teaching media literacy and incorporating word meaning,
inmates will stay abreast of current trends in the outside world. This is significant for inmates because
many have children growing up in this modern society. By studying language,
cultural diversity is incorporated into the curriculum which fosters
Crime and TV
It
has been stated that the media creates damaging self-fulfilling prophecies for
African American men (Rome, 2004).
Furthermore, Rutherford (2004,2005), believes that violent images and
lyricized violence coupled with the harsh reality of city life, is at the root
of the self-perpetuating cycle of the criminal black male. Research
and studies mention how white people perceive African Americans due to the
media, but few delve into the depths of the deepest question: how do African
American men see themselves and other African Americans. Indeed, multiple
studies find an association between violent content and negative thoughts and
violent behaviors. (Nisker, 2007., Rutherford, 2004., Anderson et. al.,2003).
When reviewing the
daily news in print or digitalized on computer or the televivision, the top
story seldom heralds a positive or jubilant message. In relation to crime, there is a disparity amongst the
information presented. Dorfman and Schiraldi (2001) found that “in nine of 12
(75%) studies minorities were overrepresented as perpetrators of crime; six out
of seven (86%) studies that clearly identify the race of the victims found more
attention was paid to white victims” (p.13). In addition they found that
African Americans and Hispanic were overrepresented when reporting violent
crime; however, whites are underrepresented. “Persons of color are represented
in the crime category primarily for their contribution to the crime; whereas
whites are shown primarily for their reaction to and suffering from the crime
(p.16) Dorfman and Schiraldi (2001), feel that the public depends on the media
for pictures of crime. That
may be why every once in a while the media does the public a service by
reminding them that a lot of crime is committed by someone who is known rather
than a stranger. When the
phrase, “he does not look like a killer” comes up, one must ask: what does a
killer look like? Generally, he
does not look like the first image that mentally appears. In other words, a face cannot be
placed on crime although the media does so.
Music
When the inmates
are walking into the education department it is not uncommon to hear rapping
and singing reverberating down the hallway. When discussing media, it is important to consider music as
a social force capable of touching the inner spirit. Throughout history music
has been used as a form of story telling that often reflects the mood of
society; likewise, genres of music have been associated with periods of time.
Music can be viewed as having a positive or negative affect on society. Over the past decade, music has been
blamed for suicides, killings and promiscuous sex. However, on a positive note music has been used as a vehicle
for social change. Particularly, “hip-hop has emerged as a powerful discourse
that draws attention to harsh realities of urban life while questioning and
subverting prevailing cultural ideologies”(Nisker, 2007. p.177).
In particular, Tupac Shakur has been credited for
shaping the attitudes of young black men with his critism of the American
justice system (Nisker, 2007). Due
to his race and color, he considered himself born an inmate bringing to light
the issues of racial profiling, discriminatory police practices and the problem
of incarceration amongst African American males. Here the picture painted is pleasant; however, Tupac’s
lyrics also contained violent content.
According to Dr. Susan Buttross, “with any type of repeated media
exposure, a desentization can occur that makes these [inappropriate or violent]
behaviors seem normal. ”
Therefore, Tupac’s messages may have influenced criminal behavior.
By incorporating
media literacy into the curriculum, the students can reflect upon their
experiences with the media. These men are often the “black faces” of
crime. Do young men need to live
up to the imagery presented in the media? Because of the stereotypes prevalent
in the media, it is crucial to teach students how to deconstruct information
and to look at it from various perspectives. By doing this, it is possible to
have positive affects on inmates. Ramasubramanian (2007) found that media
literacy reduces negative stereotypes. In addition, when individuals are aware
of the media and its role in shaping society, they may be less influenced by
the negative imagery (Ramasubramanian, 2007). Media literacy will assist in
breaking down stereotypes and possibly build confidence and self-esteem in the
person. Connecting music to
literacy through the analysis of lyrics, music videos and magazine articles
provides the opportunity for students to interact with material that is
relevant to their lives.
Employability
Since thousands of
inmates are releasing into society and will be seeking employment, it would be
beneficial to incorporate the skills that will help them to be successful.
Currently many inmates are leaving institutions lacking the skills that have
been identified as the skills that productive citizens posses. Failure to teach and practice these
skills in the literacy program is a wasted opportunity to assist inmates in the
re-entry process. In the work
environment, critical thinking can increase job performance, and better
relations between employees and supervisors. In addition, it will assist
inmates in meeting the demands of employment in a global economy.
Conclusion
Since prison
education was first recognized in the 1700’s, it has continually evolved to
meet the demands of a changing society.
In order to meet societal demands and help adult learners make sense of
the world, it is time to implement a new component to GED programs within the
prison system nationwide. With hundreds of thousands of individuals being
incarcerated and thousands being released into communities nationwide,
education has become extremely important in the re-entry process. Furthermore, with society becoming
increasingly dependant upon advancing technology as a means of communication,
inmates need to be informed and well equipped to participate in this dialogue.
Subsequently if ill prepared, an inmate would encounter yet another obstacle to
a successful transition back into society.
As is the case in
many professions, there will be individuals who are hesitant to change or fail
to recognize the value of encouraging inmates to think beyond prison life. Yes inmates committed a crime and
yes, statistics indicate that most inmates will recidivate or come back to
prison; However, education has the potential to positively impact an inmate’s
life and by incorporating media literacy into the curriculum, his ability to
compete in the global economy and ability to participate in a democratic
society increases.
Because society is
saturated with media, that affects thoughts, actions, feelings and language, it
is important that inmates learn to deconstruct the images and messages that
they are presented with. Often these messages and images stigmatize inmates, as
well as, create stereotypes of minorities in society. By deconstructing media content, inmates may have a
higher sense of self-worth. Thus, making them more productive members of
society.
Although it has
been noted that the literacy level of inmates is lower than the required level
in the labor market, media literacy invites all students at any academic level
to evaluate the content that they are most familiar with. Regardless of age, race or ethnicity,
the likelihood that the inmate interacts with at least one form of media is
great. Therefore, no students will
be excluded from the learning process. For instance, students who cannot read the written
word can analyze advertisements, radio and TV. In addition, students who speak different languages can
bring in the daily headlines from their hometown newspapers and compare it’s
message to the one presented in English.
The opportunities are endless.
In conclusion,
media literacy can have a positive affect on an inmate’s life. Because media is of high interest to
the students, it has the potential to capture the attention of the entire class
and engage students in a subject matter that is familiar to them. In addition
to prompting participation amongst a diverse group of inmates, it can make
prison life more tolerable and re-entry to society a little easier. With this
in mind, it affords inmates the ability to think beyond the prison cell and the
daily routines of prison life.
Above all, media literacy connects community and culture and connects
prison life with outside life.
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