Diversifying modalities or modes of program delivery inside prisons is necessary and important to increase access to programs; however, this also demands that learning is intended to occur in most places of a prison. In this paper I present the concept prison-less places: relational, temporary places where the prison is less noticeable and where learning becomes possible. Exploring three dimensions of learning, I argue that the existence of prison-less places brings balance to these dimensions and is crucial for learning to occur inside prisons. As the boundaries between program and prison space become more fluid and permeable with modalities such as e-learning, self-study, and immersive programs, investigating how we can both cultivate and protect prison-less places becomes incredibly important.
Diversifying modalities or modes of program delivery inside prisons is necessary and important to increase access to programs; however, this also demands that learning is intended to occur in most places of a prison. In this paper I present the concept prison-less places: relational, temporary places where the prison is less noticeable and where learning becomes possible. Exploring three dimensions of learning, I argue that the existence of prison-less places brings balance to these dimensions and is crucial for learning to occur inside prisons. As the boundaries between program and prison space become more fluid and permeable with modalities such as e-learning, self-study, and immersive programs, investigating how we can both cultivate and protect prison-less places becomes incredibly important.
