Why Not Us? Experiences of Incarcerated Women on Education Access in Malawi Prisons

Samson C R Kajawo; Lineo R Johnson

doi:10.21467/ajss.13.1.25-39

Authors

Samson C R Kajawo University of South Africa https://orcid.org/0000-0001-5029-9555
Lineo R Johnson University of South Africa

DOI:

https://doi.org/10.21467/ajss.13.1.25-39

Abstract

Many incarcerated women worldwide have low education profiles that cause them to commit petty criminal offences among others. Thus, education access to incarcerated people, including women can be undoubtedly an indispensable strategy for their rehabilitation. However, education access could still be patriarchal and not accessible to women in prisons. Guided by radical feminist theory, this study employed a qualitative narrative research approach to explore from incarcerated women and correctional officers how education was made accessible at two prison facilities in Malawi. The key finding was that there was social injustice in the provision of education to offenders. Education access was monopolised by male inmates. Women were denied access to education even though they needed and demanded it since authorities preferred to use the available inadequate educational resources to provide education to only male inmates. It was recommended that gender equality needed to be exercised in the provision of education opportunities in prisons. Where resources are scarce, at least similar educational resources should be made equally and equitably accessible to both male and female inmates.

Keywords:

education access, female offenders, social injustice

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