This paper presents the educational focused outcomes of a set of workshops entitled ‘Introduction to Archaeology’ that were delivered within a prison. The workshops were delivered as part of a project that seeks to explore the pro-social benefi ts and social capital (i.e. social and structural aspects that support positive identity formation) that could be developed through engagement with archaeology, specifi cally for those within the criminal justice system. The workshops off ered a bespoke, alternative, educational off ering within an adult male prison in Wales. It was designed and delivered by an archaeologist who has an established background in the fi eld, especially in relation to community engagement and education. The social experiences of prison participants were recorded via multi—modal methods and analysed by a criminology researcher. The inter-disciplinary project did not specifi cally seek to consider how archaeology can off er an innovative, alternative prison education. However, the potential of the inclusive learning that it off ered through exploration of artefacts, activity and discussion in small group environments, has been revealed. The paper outlines the potential of such an approach and sets out the benefi ts within wider literature on prison education, public archaeology and archaeology education.
This paper presents the educational focused outcomes of a set of workshops entitled ‘Introduction to Archaeology’ that were delivered within a prison. The workshops were delivered as part of a project that seeks to explore the pro-social benefi ts and social capital (i.e. social and structural aspects that support positive identity formation) that could be developed through engagement with archaeology, specifi cally for those within the criminal justice system. The workshops off ered a bespoke, alternative, educational off ering within an adult male prison in Wales. It was designed and delivered by an archaeologist who has an established background in the fi eld, especially in relation to community engagement and education. The social experiences of prison participants were recorded via multi—modal methods and analysed by a criminology researcher. The inter-disciplinary project did not specifi cally seek to consider how archaeology can off er an innovative, alternative prison education. However, the potential of the inclusive learning that it off ered through exploration of artefacts, activity and discussion in small group environments, has been revealed. The paper outlines the potential of such an approach and sets out the benefi ts within wider literature on prison education, public archaeology and archaeology education.
