Vankilakoulutus marginlisaation hallintana?

Diskurssianalyyttinen tutkimus naisille vankilassa järjestettävästä koulutuksesta

    Tutkimustuotos: OpinnäytePro graduOpinnäytteet

    Kuvaus

    In Finnish criminal policy the main goal is to minimize the negative effects of criminal behaviour for society. Prison sentences are seen as one way to fulfil this goal by enhancing the inmates possibilities for non-criminal lifestyle after release. Education in closed prisons is one answer to this goal. Prison education in Finland consist mainly of a possibility to finish mandatory education and of vocational education. For women in prisons the education possibilities are concise and there is very little education arranged at all and previous study about the subject has been scarce.

    Thesis' theoretical background is based on Michel Foucault's ideas of relation between discourses, power and knowledge. In previous studies there has been found a relation between education and marginalization. In this relation education works simultaneously as a way to govern and produce marginalization. Prison education can also be seen as normalizing governance that produces marginalised subject. This study answers to following questions: How power works when creating subjects and differences and how prison education is used as governing marginalization.

    I have used discourse analysis to analyze education for female inmates. I have analyzed both legal documents (Criminal Act, Government propositions etc.) and documents from Criminal Sanction Agency in Finland, Ministry of Law and Ministry of Education. I have also used interview- and ethnographic data that I produced in a closed prison for women as a background for my analysis. I have analyzed how productive power is visible in documents concerning prison education and how the prisoner-subject is constructed. I have also analyzed how differences, such as age, gender and ethnicity, are constructed. The main result is that in the documents of female inmates education all actions are justified by the risk of marginalization that is connected to different differences, such as age. Also the content of the prison education seem to be vague - education concentrates on right "mindset", self-esteem and crime-free attitudes.
    Alkuperäiskielisuomi
    JulkaisupaikkaHelsinki
    Kustantaja
    TilaJulkaistu - 10 syyskuuta 2013
    OKM-julkaisutyyppiG2 Pro gradu, diplomityö, ylempi amk-opinnäytetyö

    Tieteenalat

    • 5141 Sosiologia
    • 516 Kasvatustieteet

    Lainaa tätä

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    title = "Vankilakoulutus marginlisaation hallintana?: Diskurssianalyyttinen tutkimus naisille vankilassa j{\"a}rjestett{\"a}v{\"a}st{\"a} koulutuksesta",
    abstract = "In Finnish criminal policy the main goal is to minimize the negative effects of criminal behaviour for society. Prison sentences are seen as one way to fulfil this goal by enhancing the inmates possibilities for non-criminal lifestyle after release. Education in closed prisons is one answer to this goal. Prison education in Finland consist mainly of a possibility to finish mandatory education and of vocational education. For women in prisons the education possibilities are concise and there is very little education arranged at all and previous study about the subject has been scarce.Thesis' theoretical background is based on Michel Foucault's ideas of relation between discourses, power and knowledge. In previous studies there has been found a relation between education and marginalization. In this relation education works simultaneously as a way to govern and produce marginalization. Prison education can also be seen as normalizing governance that produces marginalised subject. This study answers to following questions: How power works when creating subjects and differences and how prison education is used as governing marginalization.I have used discourse analysis to analyze education for female inmates. I have analyzed both legal documents (Criminal Act, Government propositions etc.) and documents from Criminal Sanction Agency in Finland, Ministry of Law and Ministry of Education. I have also used interview- and ethnographic data that I produced in a closed prison for women as a background for my analysis. I have analyzed how productive power is visible in documents concerning prison education and how the prisoner-subject is constructed. I have also analyzed how differences, such as age, gender and ethnicity, are constructed. The main result is that in the documents of female inmates education all actions are justified by the risk of marginalization that is connected to different differences, such as age. Also the content of the prison education seem to be vague - education concentrates on right {"}mindset{"}, self-esteem and crime-free attitudes.",
    keywords = "5141 Sosiologia, 516 Kasvatustieteet",
    author = "Katariina Mertanen",
    note = "Pro gradu -ty{\"o}. Helsingin yliopisto, K{\"a}ytt{\"a}ytymistieteiden laitos, Kasvatustieteiden koulutus Volume: Proceeding volume:",
    year = "2013",
    month = "9",
    day = "10",
    language = "suomi",
    publisher = "Helsingin yliopisto",
    address = "Suomi",

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    Vankilakoulutus marginlisaation hallintana? Diskurssianalyyttinen tutkimus naisille vankilassa järjestettävästä koulutuksesta. / Mertanen, Katariina.

    Helsinki : Helsingin yliopisto, 2013. 87 s.

    Tutkimustuotos: OpinnäytePro graduOpinnäytteet

    TY - THES

    T1 - Vankilakoulutus marginlisaation hallintana?

    T2 - Diskurssianalyyttinen tutkimus naisille vankilassa järjestettävästä koulutuksesta

    AU - Mertanen, Katariina

    N1 - Pro gradu -työ. Helsingin yliopisto, Käyttäytymistieteiden laitos, Kasvatustieteiden koulutus Volume: Proceeding volume:

    PY - 2013/9/10

    Y1 - 2013/9/10

    N2 - In Finnish criminal policy the main goal is to minimize the negative effects of criminal behaviour for society. Prison sentences are seen as one way to fulfil this goal by enhancing the inmates possibilities for non-criminal lifestyle after release. Education in closed prisons is one answer to this goal. Prison education in Finland consist mainly of a possibility to finish mandatory education and of vocational education. For women in prisons the education possibilities are concise and there is very little education arranged at all and previous study about the subject has been scarce.Thesis' theoretical background is based on Michel Foucault's ideas of relation between discourses, power and knowledge. In previous studies there has been found a relation between education and marginalization. In this relation education works simultaneously as a way to govern and produce marginalization. Prison education can also be seen as normalizing governance that produces marginalised subject. This study answers to following questions: How power works when creating subjects and differences and how prison education is used as governing marginalization.I have used discourse analysis to analyze education for female inmates. I have analyzed both legal documents (Criminal Act, Government propositions etc.) and documents from Criminal Sanction Agency in Finland, Ministry of Law and Ministry of Education. I have also used interview- and ethnographic data that I produced in a closed prison for women as a background for my analysis. I have analyzed how productive power is visible in documents concerning prison education and how the prisoner-subject is constructed. I have also analyzed how differences, such as age, gender and ethnicity, are constructed. The main result is that in the documents of female inmates education all actions are justified by the risk of marginalization that is connected to different differences, such as age. Also the content of the prison education seem to be vague - education concentrates on right "mindset", self-esteem and crime-free attitudes.

    AB - In Finnish criminal policy the main goal is to minimize the negative effects of criminal behaviour for society. Prison sentences are seen as one way to fulfil this goal by enhancing the inmates possibilities for non-criminal lifestyle after release. Education in closed prisons is one answer to this goal. Prison education in Finland consist mainly of a possibility to finish mandatory education and of vocational education. For women in prisons the education possibilities are concise and there is very little education arranged at all and previous study about the subject has been scarce.Thesis' theoretical background is based on Michel Foucault's ideas of relation between discourses, power and knowledge. In previous studies there has been found a relation between education and marginalization. In this relation education works simultaneously as a way to govern and produce marginalization. Prison education can also be seen as normalizing governance that produces marginalised subject. This study answers to following questions: How power works when creating subjects and differences and how prison education is used as governing marginalization.I have used discourse analysis to analyze education for female inmates. I have analyzed both legal documents (Criminal Act, Government propositions etc.) and documents from Criminal Sanction Agency in Finland, Ministry of Law and Ministry of Education. I have also used interview- and ethnographic data that I produced in a closed prison for women as a background for my analysis. I have analyzed how productive power is visible in documents concerning prison education and how the prisoner-subject is constructed. I have also analyzed how differences, such as age, gender and ethnicity, are constructed. The main result is that in the documents of female inmates education all actions are justified by the risk of marginalization that is connected to different differences, such as age. Also the content of the prison education seem to be vague - education concentrates on right "mindset", self-esteem and crime-free attitudes.

    KW - 5141 Sosiologia

    KW - 516 Kasvatustieteet

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    PB - Helsingin yliopisto

    CY - Helsinki

    ER -