This presentation delves into the life stories of individuals engaged in education within the context of prison life, focusing on experiences in both Ireland and Greece. Positioned within a broader project on the lived experience of prison education, this research draws theoretical inspiration from key concepts in recognition theory, identity formation, and critical adult education, rooted in the works of Axel Honneth (1996, 2003, 2012) and Paulo Freire (2000, 2005).

By interweaving these foundational theories, the overarching aim was to critically examine the multifaceted aspects of identity formation and the relationships created in the unique environment of prison education. Of particular interest is the lasting impact of these dynamics on individuals post-release. The theories of recognition and identity formation offer valuable insights into the development of self-awareness and the negotiation of identities within the prison education setting. Furthermore, critical adult education theories bring into sharp focus transformative learning, agency, and praxis, by viewing education as a means to address social inequalities and take action for social justice.

The central research question guiding this exploration is:

What are the significant events and milestones identified by individuals participating in prison education as learners in their narratives?

This question is approached through the lenses of recognition and transformation, employing the theories above to deepen our understanding of the complex interplay within the prison education environment.

Considering that all participants in both countries were early school leavers, examining key factors influencing early school leaving within the Irish context is essential. According to Tusla – the Child and Family Agency in Ireland (2007), some of these factors include:

a) Sense of belonging: Students who feel alienated and have reduced participation in school are more likely to drop out,

b) Attitude toward school: Beliefs and attitudes that students hold toward school significantly impact their likelihood of dropping out, more specifically, factors such as locus of control (feeling in control of one's actions and outcomes) and motivation to achieve are crucial predictors of dropout rates.

And c) Stressful life events: Increased levels of stress and the presence of stressors, such as financial difficulty, health problems, or early parenthood, can be associated with higher rates of early school leaving. These challenges can negatively impact a student's ability to cope with school demands, leading to disengagement.

Indeed, all these factors emerged in the participants’ narratives when reflecting on important events and milestones surrounding their re-engagement in education while serving their time.

Overall, this presentation contributes to the growing discourse on social justice and intercultural education by shedding light on the nuanced experiences of individuals in prison education, by presenting their voice and their stories the way they narrated them and providing insights on education for social justice.

To explore these questions, a narrative inquiry approach was employed, conducting 14 life-story interviews in both Ireland and Greece. The participants were individuals who had spent time in prison and had re-engaged in education while incarcerated. All participants were post-release, with varying durations after release, ranging from a few weeks to more than 10 years. This diversity in post-release periods provided valuable insights into the various ways individuals acted on their educational outcomes. Thematic analysis and elements of the voice relational approach were employed in the analysis. For the narrative thematic analysis, the basis was formed by the work of narrative analysis scholars, such as Riessman (1993, 2008), Clandinin and Connelly (2000), and for the voice relational approach the framework relied on Clough, Goodley, Lawthom and Moore (2004). The use of life stories as a research tool will be explored and examined, emphasising its effectiveness in capturing the intricate and nuanced experiences of the participants. Issues that bring into focus positionality and reflexivity are also discussed. This discussion will also address pertinent issues related to positionality and reflexivity, shedding light on the researcher's stance and self-awareness in the process. It is important to note that the study does not aim to directly compare systems and institutions. Instead, it embraces a culturally sensitive approach. Consequently, insights into differences within the systems and structures of both countries emerged organically, only when necessary and prompted by the participants' narratives. The primary focus of this research is the stories and life trajectories of the individuals who participated in the fieldwork. By adopting a narrative approach, the study acknowledged the importance of stories in human thinking, meaning-making, and identity construction. Narrative inquiry was chosen as the most suitable method to capture and analyse the personal lived experiences of individuals who had experienced incarceration.

The analysis revealed key themes, highlighting the significance of moments of recognition within educational encounters, as well as the process of self-transformation by emphasising agency and empowerment, and the influential role of significant others throughout the educational journey. This presentation focuses on one of the main themes that emerged from the analysis—this is the Milestones and Important Events in the participants' life trajectories. More specifically, within the prison system, the pursuit of education unfolds through narratives that reveal a series of turning points and milestones profoundly influencing participants' educational journeys. These pivotal moments play a critical role in shaping their perspectives on learning and sense of self, representing significant experiences where participants recognise their importance and the changes they bring to their life journeys. Within this theme of Milestones and Important Events, two subthemes are analysed. More specifically these subthemes include, firstly, the re-engagement in education and the transformative moment when motivation becomes genuine and sustainable. Secondly, there is an exploration of a different way to exist in the world, allowing participants to reclaim their educational potential. In addition to the exploration of this theme and subthemes, the conclusions link the findings to policy recommendations for adult education in prison. These experiences of the participants align with the principles of critical adult education, emphasising the importance of recognising adult learners as complete beings with valued previous experiences and viewing education as an act of love and empowerment (Freire, 2000). By valuing individuals' identities and perspectives, liberating education nurtures a transformative educational encounter where learners and educators collaborate in shaping the world through knowledge, understanding, and mutual respect.

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