educational experiences of alternative learning system learners in a Philippine Prison: a Phenomenological Inquiry toward an educational Framework.
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| Title: | educational experiences of alternative learning system learners in a Philippine Prison: a Phenomenological Inquiry toward an educational Framework. |
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| Authors: | Buhain, Carmelo Jose A.1 |
| Source: | Journal of Correctional Education. May2026, Vol. 77 Issue 2, p27-49. 23p. |
| Subject Terms: | *Education of prisoners, *Transformative learning, *Education methodology, Rehabilitation, Phenomenology, Prisoners |
| Abstract: | For learners behind prison walls, education offers a lifeline to hope, self-discovery, and personal transformation, serving as a critical pathway for reclaiming dignity and agency. Building on this understanding, this phenomenological inquiry explores the educational experiences of Alternative Learning System (ALS) learners who are Persons Deprived of Liberty (PDLs) in a Philippine prison, with the aim of developing a contextresponsive educational framework. Data were collected from 10 participants through in-depth interviews, focus group discussions, reflective essays, sentence-completion tasks, and participant observation, and were analyzed thematically. Findings reveal that education in prison is experienced as a transformative, meaning-making process shaped by personal aspirations, relational support, and institutional constraints. Three core dimensions, namely redemption, reformation, and reintegration, emerged as central to learners' experiences. These dimensions inform a proposed framework comprising four components: transformative purpose, relational support systems, context-responsive andragogy, and reintegration-oriented outcomes. The study positions prison education as a humanizing and emancipatory practice, highlighting its potential to restore dignity, foster hope, and rebuild identities. It recommends aligning the ALS curriculum, andragogical approaches, and assessment with PDL learners' lived realities to support meaningful reintegration into society. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | For learners behind prison walls, education offers a lifeline to hope, self-discovery, and personal transformation, serving as a critical pathway for reclaiming dignity and agency. Building on this understanding, this phenomenological inquiry explores the educational experiences of Alternative Learning System (ALS) learners who are Persons Deprived of Liberty (PDLs) in a Philippine prison, with the aim of developing a contextresponsive educational framework. Data were collected from 10 participants through in-depth interviews, focus group discussions, reflective essays, sentence-completion tasks, and participant observation, and were analyzed thematically. Findings reveal that education in prison is experienced as a transformative, meaning-making process shaped by personal aspirations, relational support, and institutional constraints. Three core dimensions, namely redemption, reformation, and reintegration, emerged as central to learners' experiences. These dimensions inform a proposed framework comprising four components: transformative purpose, relational support systems, context-responsive andragogy, and reintegration-oriented outcomes. The study positions prison education as a humanizing and emancipatory practice, highlighting its potential to restore dignity, foster hope, and rebuild identities. It recommends aligning the ALS curriculum, andragogical approaches, and assessment with PDL learners' lived realities to support meaningful reintegration into society. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07402708 |
