Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons

The study addresses the Sustainable Development Goal 4 (quality education) by focusing on inclusive learning for incarcerated populations. Existing literature highlights the significant education gap between incarcerated and non-incarcerated individuals, with incarcerated individuals often demonstrating lower literacy and numeracy scores and limited access to higher education. However, research also shows a desire among incarcerated individuals for personal transformation and improved prospects upon release, making educational interventions crucial. Successful Educational Actions (SEAs), like dialogic gatherings, have proven effective in various contexts, including prisons, to improve academic success and social cohesion. This research investigates whether DSGs and scientific workshops, based on the principles of dialogic learning and communicative methodology, could promote scientific interest and positive change among incarcerated men in Catalonia. The study aims to fill the gap in research concerning DSGs in prison settings and explores the potential of these methods to improve life outcomes for this often marginalized group.

The study draws upon several theoretical frameworks. Firstly, it acknowledges the strong link between educational attainment and social outcomes, with lower educational levels correlating with higher rates of poverty and social exclusion. Secondly, it highlights the importance of lifelong learning, especially for incarcerated populations, where education is a fundamental human right and a key factor in personal development and rehabilitation. Studies show a positive correlation between participation in educational programs (particularly higher education) and reduced recidivism, improved employment prospects, and better social reintegration. The literature also emphasizes the role of dialogic learning, where egalitarian dialogue and co-creation of knowledge foster positive personal transformation. Finally, the study addresses the disparities in science education access, with gender, socioeconomic status, and ethnicity as major influencing factors. Existing interventions mainly focus on secondary schools, while research on successful actions in prison settings is limited.

This study employs a communicative case study methodology. The research took place in a men's prison in Catalonia between February and April 2022. Nineteen male participants (aged 29-44) engaged in 21 DSGs and 12 scientific workshops. The activities were structured around four thematic blocks (Paleolithic, evolution of living organisms, climate change, and STEM in everyday life). The methodology prioritized egalitarian dialogue and co-creation of knowledge. Data collection involved 15 communicative observations during DSGs and eight interviews with incarcerated participants and two interviews with prison workers. The communicative methodology (CM) is central to the approach, ensuring an equitable collaboration between researchers and participants in the knowledge creation process. Data analysis employed a deductive approach using categories derived from existing literature to identify potential impacts on participants, categorized into exclusionary and transformative dimensions.

The study yielded several key findings. First, despite limited prior interest in scientific activities, participation in the DSGs and workshops was high, demonstrating participants' motivation to engage. The informal, dialogic nature of the gatherings, as opposed to formal coursework, was a significant factor. Second, participants' perceptions of science shifted positively. Initially, many viewed science as difficult and inaccessible, but participation in the workshops led to a more realistic and relatable understanding of its relevance. They gained insights into the everyday applications of scientific concepts and the diverse roles scientists play in society. Third, the activities fostered new avenues for communication and interaction. Participants engaged in discussions not only during sessions but also with their peers and even family members after the sessions. This fostered a sense of community and mutual support. Finally, the study demonstrated the transformative power of the DSGs and workshops in boosting participants' self-esteem and sense of agency. They felt empowered to participate actively in the learning process, improving their self-perception and potentially their outlook for post-incarceration life.

The study's findings strongly support the potential of dialogic scientific gatherings and workshops as SEAs within prisons. The results directly address the research question by demonstrating the positive impact of these activities on participants' scientific interest, perception of science, communication skills, and self-efficacy. The findings align with previous research on the efficacy of dialogic learning in fostering positive personal and social change. The study's success in engaging participants, despite their typically limited access to and exposure to scientific activities, underscores the importance of creating inclusive and engaging learning environments. Furthermore, the observed changes in participants' communication patterns and their increased willingness to discuss scientific topics with others highlight the broader social impact of these interventions.

This study provides valuable evidence on the positive effects of DSGs and scientific workshops on incarcerated individuals. The activities promoted scientific interest, transformed perceptions of science, and created opportunities for meaningful dialogue. Future research should focus on longitudinal studies to assess the long-term impact of these interventions on participants' lives, including their recidivism rates, employment prospects, and overall well-being. Further investigation into the transferability of this approach to other prison settings and different populations is also warranted. The study's success highlights the potential for evidence-based educational interventions to promote positive change and improve life outcomes for incarcerated individuals.

The study's primary limitations stem from its small sample size and its case study design, which limits the generalizability of the findings. The study's relatively short duration also means it cannot offer insight into long-term impacts. While the researchers attempted to mitigate this by including post-workshop interviews, longitudinal follow-up studies would provide a more comprehensive picture. The COVID-19 context also impacted some of the workshops which were held online, potentially impacting the richness of interaction compared to in-person sessions.