Abstract

This article examines mathematics education in the Irish prison system, and the impact that learning mathematics and receiving certification has on the identity of those studying so-called ‘hard sums.' It describes the lived experiences of people who have taken classes in prison, reflects on why they came to these classes to begin with, charts their emotions, and how they express their new identities as students. This article draws from earlier studies into the experiences of former prisoners who are currently engaged in higher level education, and who reflected on the effects that learning had on their identities: as parents, as sons or daughters, as citizens, as students. The article looks at how their experiences contrast with the experiences of other mature students returning to education in other higher and further education settings. National certification is available to everyone attending education in prison in Ireland, and this article reflects on the impact that certification has on the identity of the prisoner. It will show that in prison, a small step in the right direction at the right time can lead to identity change, akin to a transformation from cocoon to butterfly. The author has taught for many years in prison education centres, and is currently researching mathematics education in prisons, from different perspectives including mathematical self-efficacy, grit and resilience and the impact of mathematics education on the identity of the individual.

Citation

Byrne, C., Bowe, B. & Carr, M. (2019). Identity, Hard Sums and Butterflies. International Journal of Bias, Identity and Diversities in Education, 4(1), 35-47. IGI Global. Retrieved August 14, 2024 from https://www.learntechlib.org/p/185578/.

Keywords

• Certification
• emotions
• Grit
• Identity
• mathematics
• Numeracy
• prison
• relationships
• resilience