All societies have closed institutions. In some cases, these are literally closed to members of the public and to their inhabitants, for example maximum security prisons or asylums. Others may be partially open, but the nature of the institution shields it from general contact with the public: for example detention centres, special homes, hospitals for chronically ill people. Others may create an aura of closedness , which makes it difficult for -members to enter: military institutions, some religious houses, and police stations in some countries.
In these closed institutions, with few exceptions, people are either already participating in society, or will return to that society at some point in the future. In institutions where there is a ready contact between the members and the outside world, education can happen during this contact. In some cases, there may be little or no contact and, while it may not be possible for the members, inmates, or patients to vote in a particular election, it may still be necessary for them to have opportunities to learn about democracy and citizenship.
This section suggests three things that must be balanced in managing the security of programmes conducted in closed institutions:
- the security of the staff;
- the security of the participants and;
- the efficacy of the programme
Programme Choices
Educators talk about the hidden curriculum of schools: what is taught not during the lesson, but as a result of the environment within which the lesson takes place. Prisons pose a particular problem if they are primarily designed as places for restriction and punishment, while military bases operate on an authority system somewhat at odds with what is generally considered democratic behaviour between people.
As a result of this special context, special programmes need to be developed, and a variety of methods found to ensure the efficacy of this programme.
Security
Having established this, arrangements have to be made to deal with general security issues: access to the institution, contact (or lack of contact) between educators and inmates, relationships to the staff of the institution, and their relationship to those participating in the programme. Such discussions should take place well in advance of the initiation of any programme, and the specialized nature of the work suggests thats pecialized staff take responsibility for it.
Using Existing Specialized Staff
Many closed institutions have visitor programmes, welfare and psychiatric services, religious chaplaincies, formal educational studies, and vocational education. Contact with the most appropriate of these is essential, as these are people who have already forged a working relationship with the institution and know its organisational culture, regulations, limitations and opportunities.
Such experience may have been hard won. It is important that this is not jeopardised by sending inexperienced staff members to conduct programmes. It may be better to orient existing educators and other visitors with the information and materials needed and have them conduct the programme on a proxy basis.
