In the field of Arts in Corrections education, we’re always looking for better ways to help women and men in prison grow, heal and reintegrate into society through creative activities.

As an Arts in Corrections educator, it’s important you keep learning, questioning and improving your approach to ensure it’s effective and sensitive to different cultures.

One of the best ways to do this is by using research and learning from others in the field. In doing this, you can build your practice based on proven methods, learn from what others have done, and add to the ongoing conversation about how the arts can help in rehabilitation.

Why evidence-based practice matters

In any educational field, using methods backed by research is key to success. In Arts in Corrections education, this means using research that shows how arts programmes can positively impact people who have been incarcerated.

Studies have showed that participating in the arts can improve mental health, lower re-offending rates and boost self-esteem. However, these benefits depend on the quality and relevance of the programmes.

As educators, we have a duty to make sure our teaching methods are based on the best available evidence. By staying up-to-date with the latest research, you can make sure your practice is in line with what works best.

This might mean using specific methods that have proved to be effective, or adjusting your programmes to fit the needs of the people you’re working with. For example, research on trauma-informed practices can help you create a safe and supportive environment for participants who have gone through tough experiences.

Learning from other educators

It’s also important to learn from the experiences of other Arts in Corrections educators. The field is full of stories of success and creativity but there are also challenges. By reading about what others have done, you can learn valuable lessons about what works – and what doesn’t – in different situations.

For example, there’s a growing amount of information about how arts and cultural identity intersect in Corrections. This is especially important in places where many people in prison come from indigenous or minority communities. By learning how other educators have handled cultural identity in their work, you can develop a more thoughtful and respectful approach in your own practice. Mark Lang, pictured at right, talks about cultural identity in his podcast 

Listening to the voices of people in prison can also be a powerful reminder to focus on their needs. Their experiences can give you meaningful insights into the impact of arts programmes and help you keep improving your approach to better meet their needs.

Ethical responsibilities

As educators, we also have a responsibility to conduct research and share information in an ethical way. In Arts in Corrections education, this means making sure research is done with the full knowledge and consent of participants, and that their privacy is respected. This includes getting their permission, keeping their information confidential, and following privacy laws.

It’s important for Arts in Corrections educators to maintain the same high ethical standards expected in any educational setting. The stories and experiences of participants should be shared only with their consent and their dignity preserved throughout the research process. This not only protects participants’ rights but also builds trust and cooperation – crucial for the success of any programme.

And remember, any research involving people in prisons, those managed by Corrections in the community, and Corrections staff needs to be approved by Ara Poutama Aotearoa’s Research and Evaluation Steering Committee before proceeding.

Please visit Ara Poutama Aotearoa's website for more information about conducting research

Monthly hui for Arts in Corrections educators

To help Arts in Corrections educators continue learning and working together, I will be hosting a monthly, hour-long, informal online hui. Starting in September, the hui will be a space where educators can drop in as they can, catch up, learn from each other and discuss relevant topics. More information about this will be shared soon.

Building a resource for Arts in Corrections educators

Arts Access Aotearoa is developing a research and literature library to support Arts in Corrections educators in their work. This resource will be a valuable tool for anyone looking to deepen their understanding and improve their practice through evidence-based strategies and shared knowledge.

As a starting point, educators might find the following example useful:

• Walker, R. (2016). Reclaiming Māori education. In J. Hutchings & J. Lee-Morgan (Eds.), Decolonisation in Aotearoa: Education, research and practice (pp. 19–38). NZCER Press. For more info and to download
• Hazou et al., (2021). Performing Te Whare Tapa Whā: building on cultural rights to decolonise prison theatre practice. Research in Drama Education, 26(3). For more info and to download

These are just a couple of examples of the many resources that will be available. Keep an eye out for more information on how to access this growing library and consider contributing your own experiences and insights to help build a richer, more comprehensive resource for all educators in the field.

Please email me if you have valuable research to share or can point us to.