Learning Behind Bars – Education and Collective Action Against Organized Crime

 

 

In the shadows of organized crime, where social systems are often weakened and individuals marginalized, education can serve as a powerful tool of resistance, resilience, and rehabilitation. The Working Group 9 (WG9) on Education and Social Action to Implement Forms of Bottom-up Counter Actions Against Organised Crime, mentored by Timothy D. Ireland (IACEHOF 2024), convened at the 2024 Hall of Fame Induction Conference in Florence to explore the critical intersections between adult education, social justice, and criminal justice reform.

 

Participants from Italy, Greece, South Africa, the United States, Brazil, and the Nordic countries contributed diverse insights. The group focused on two central areas:

1.    Educational responses to organized crime

2.    The transformative potential of education within the prison system

 

Session One: Learning as Resistance – Confronting Organized Crime Through Education

In the first session, participants exchanged experiences and strategies on how education can disrupt the influence of organized crime, especially in communities where it has deeply entrenched roots. Italy's long-standing battle with mafia structures provided a particularly vivid context, demonstrating the risks and the power of civic education to raise awareness and mobilize communities.

Key topics included:

• The role of education in promoting civic consciousness and ethical leadership.
• Community-based learning initiatives that challenge the normalization of criminal networks.
• Equipping vulnerable populations with critical thinking and media literacy to resist propaganda and coercion.

Education in this sense is not neutral—it is a form of action, offering individuals and communities the means to analyze, question, and reclaim agency.

 

Session Two: Rethinking the Prison as a Learning Space

The second session focused on formal and non-formal educational practices in correctional settings. Participants discussed how prisons, often isolated from the broader education system, can become sites of learning, dignity, and transformation.

Central themes included:

• Learning Needs of Incarcerated Individuals:
• Differences in educational needs across gender, age, and socio-economic background.
• Tailoring programs to meet the practical and psychological realities of confinement.
• Education for Survival and Reintegration:
• Beyond traditional literacy and vocational training, incarcerated learners require life skills, emotional literacy, and digital access to navigate life during and after imprisonment.
• Training for Prison Staff and Educators:
• Equipping correctional officers, counselors, and educators with the tools to support learning environments grounded in respect and rehabilitation.
• The Role of Technology:
• Exploring how Information Technology (IT) and virtual learning environments can expand access while navigating institutional constraints and security concerns.

 

Collective Action and Future Collaboration

The working group did not stop at analysis—it laid the groundwork for practical collaboration across regions and disciplines. Participants discussed the need for:

• A Knowledge Repository: A shared Google Drive was proposed to house articles, program examples, evaluation tools, and concept notes related to prison and anti-crime education.
• Webinars and Cross-National Learning Events: The group will host virtual events to continue knowledge exchange and build global solidarity.
• Ethnographic Research in Prisons: Encouraging small, collaborative research teams to investigate lived experiences in carceral spaces and the effects of different educational approaches.
• Joint Training Curricula: Developing content for training prison educators, officers, and volunteers working within justice-impacted communities.
• Legal Framework Analysis: Studying and comparing national and international legal norms governing prison education and criminal justice reform.

 

Toward “Learning Prisons” – A Vision for Transformation

One of the group’s most compelling ideas was to complement the global “learning cities” movement with a vision for “learning prisons.” These institutions would prioritize education as a cornerstone of rehabilitation and human development, not merely as an activity, but as a core identity.

 

The group hopes to inspire systemic change by elevating the role of learning in prison policy, management, and culture. Learning prisons could model restorative justice principles, reduce recidivism, and promote lifelong learning for some of society’s most marginalized individuals.

 

Education as Counterpower

WG9 demonstrated that education is one of the most potent nonviolent tools for challenging injustice, rebuilding broken lives, and reclaiming democratic space in the face of organized crime and incarceration. Through transnational partnerships, shared resources, and a commitment to inclusion and dignity, this working group envisions a future where learning is not denied behind bars but cultivated as a right, a strategy, and a form of liberation.

Remembering Dr. Pappas

 

 

The University of Oklahoma community mourns the passing of Dr. James P. Pappas, a visionary leader, beloved colleague, and tireless advocate for lifelong learning. Dr. Pappas served the University for over 30 years, retiring as Vice President for University Outreach and Dean of the College of Liberal Studies—OU’s longest-serving dean.

Born in Price, Utah, to Greek immigrant parents, Dr. Pappas embodied the American dream. From humble beginnings—shining shoes in his father’s barbershop and working countless part-time jobs—he rose to become a nationally recognized leader in continuing education. After earning degrees from the University of Utah, Ohio University, and Purdue University, he dedicated his life to expanding educational opportunities for working adults, military personnel, and underserved communities.

 

At OU, Dr. Pappas led University Outreach to international prominence, managing a $100 million annual enterprise that served over 200,000 participants worldwide. Under his leadership, the College of Liberal Studies, now the College of Professional and Continuing Studies, pioneered online learning and became one of the top-ranked programs of its kind. His influence extended far beyond Oklahoma, serving as president of national professional associations and as executive director of the International Adult and Continuing Education Hall of Fame. His efforts helped shape the global field of continuing education, earning him induction into both the Oklahoma Higher Education Hall of Fame and the International Hall of Fame.

 

Dr. Pappas’ warmth, intellect, and unwavering commitment to service left an indelible mark on his colleagues, students, and international peers. As one colleague wrote, “Jim was a great ambassador for lifelong learning, and his friendship was always a privilege.” Dr. Pappas reiterated his commitment to service in his retirement speech in December 2016, when he said, “We created a mission statement that outlined our role as transforming people’s lives through knowledge, and, over the years, I have emphasized our collective desire to do good work. I will be ever thankful to all the staff because they embraced that mission and that purpose. I most enjoy seeing the successes of our students and clients.”

 

He is survived by his wife of 61 years, Peggy, their children Jennifer and Peter, and two cherished granddaughters. His legacy will live on through the countless lives he touched and the community he helped found to support his vision for a better, more educated, and peaceful world.   The James P. Pappas Scholarship is just one example, and surely there will be more James P. Pappas Memorial program initiatives created in his honor in the months ahead.

 

May his memory be eternal.

 

We invite Hall of Fame members to share their memories of Dr. Pappas in the comments section of

 

Strengthening Cooperation and Stakeholder Engagement in Adult Learning Education

 

Adult learning and education (ALE) thrive when supported by robust, inclusive partnerships. At the 2024 Hall of Fame Induction Conference in Florence, the Working Group 10 (WG10) on Cooperation and Stakeholder Engagement for Adult Learning Education, mentored by Alfredo Soeiro (IACEHOF 2006), explored how collaboration across sectors can strengthen the ALE ecosystem at local, national, and international levels.

 

Facilitated by the Secretary General of the European Association for the Education of Adults (EAEA), the group approached cooperation as both a structural necessity and a strategic opportunity—discussions centered on outreach, diversity, policy influence, and institutional frameworks for stakeholder engagement.

 

Framing the Dialogue: Two Dimensions of Cooperation

The session was divided into two main themes:

1. Community Engagement and Outreach:
• How do we engage diverse communities in adult education?
• What models exist for inclusive, effective outreach?
• How can community-level efforts be scaled and sustained?
2. Policy and Structural Alignment:
• How can ALE stakeholders work together to influence policy?
• What mechanisms support long-term cooperation across sectors and levels?
• How can we embed ALE within national development strategies?

 

This dual approach allowed the group to examine grassroots action and high-level coordination, acknowledging the interdependence of practice and policy.

 

Case Studies and Models of Cooperation

Several projects and national strategies were shared to illustrate effective stakeholder collaboration:

·      Slovenia’s National Lifelong Learning Strategy: Developed with the Ministry of Education and key stakeholders. It features an annual education plan, regional coordinators, and structured partnerships between government, civil society, and learning providers. It promotes data sharing, peer learning, and social learning initiatives during Lifelong Learning Week.

·      The United States Federal-State Coordination highlights the role of community colleges and state coordination groups in implementing federal education and labor policies. Examples include joint planning by the Departments of Education and Labor and stakeholder engagement through local advisory boards. It demonstrates how legal frameworks can support collaboration across workforce development and education systems.

·      Outreach and Diversity Initiatives: Projects focusing on “migrants teaching migrants” and youth-municipality partnerships were presented as scalable models for community engagement. Emphasis was placed on using guidelines and best practices to train local actors and bridge cultural gaps.

 

Challenges and Opportunities in Stakeholder Engagement

The working group acknowledged persistent barriers to effective cooperation:

• Fragmentation: Stakeholders often operate in silos, leading to duplicated efforts and inconsistent outcomes.
• Lack of Awareness: Many stakeholders are unaware of each other’s roles, contributions, or needs.
• Limited Resources: Financial and human resources are often insufficient to support sustained collaboration.

Despite these challenges, WG10 emphasized that stakeholder engagement is not optional but essential. ALE must be understood not as the responsibility of one sector but as a shared commitment across public, private, and civil society actors.

 

Strategies for Enhancing Stakeholder Cooperation

WG10 proposed the following strategies to build stronger, more permanent structures for collaboration:

• Mapping Stakeholder Roles and Expectations:
• Clearly define what each partner can offer and what they hope to gain.
• Create communication channels to manage expectations and align goals.
• Establishing Coordination Mechanisms:
• Develop national and regional cooperation bodies or networks to facilitate dialogue, share resources, and monitor progress.
• Use technology to streamline collaboration and document learning outcomes.
• Fostering a Culture of Learning:
• Recognize ALE as a professional field and advocate for its inclusion in national education and workforce strategies.
• Encourage mutual learning between institutions, communities, and countries through exchanges and site visits.
• Promoting Public and Private Partnerships:
• Engage private sector actors in lifelong learning through workplace training programs, joint certification initiatives, and co-funded education pathways.

 

A Call for Long-Term Commitment

Participants stressed that cooperation must move beyond ad hoc collaborations. Instead, ALE systems need permanent, dedicated structures for engagement. These structures should be inclusive, democratic, and adaptable to local needs.

 

Stakeholder cooperation transforms adult education from isolated interventions into sustained, systemic impact. By working together, stakeholders can make ALE more visible, equitable, and influential, ensuring it plays a central role in lifelong learning and social development.