Socio-Educational Challenges of Communities Treating Young People in Conflict with the Law. Motivation and Good Practices of Instruction and Institutional Management. Two Cases from Mexico
DOI:
https://doi.org/10.15359/ree.24-3.20Keywords:
Correctional education, effectiveness of the teaching center, management of the teaching center, learning motivation, education and trainingAbstract
In Mexico, adolescents who have had conflicts with the law and have been tried and sentenced to serve time in freedom or confinement must attend or live in institutions called communities. In these spaces, a variety of activities, such as psychological therapies, artistic and labor workshops, and classes are carried out as part of young people’s rehabilitation. In 2016, the National Law of the Comprehensive Criminal Justice System for Adolescents was enacted (Cámara de Diputados de H. Congreso de la Unión, 2016). The objective is to move from a treatment based on a punitive model to a strategy based on socio-educational improvements. Currently, there is not enough information about how the communities are adapting to the new guidelines, specifically regarding best practices of instruction and institutional management. This scientific paper shows the results of the qualitative analysis of two communities located in the central zone of Mexico. Through interviews with thirty young people serving their sentences under the new law, interviews and discussion groups with twenty institutional officials, and observation of socio-educational activities, the profiles of youths in these communities and best practices were identified. It was found that despite several problems and disadvantages of young people, the best practices identified have a positive impact on the motivation of young people and officials. To illustrate this process, an analytical framework about the influence of motivation on learning and management was constructed. Finally, we state that every person has the best capacity to learn in social environments which are able to stimulate motivation; we also propose areas of improvement.
References
Acevedo, C., Valenti, G. y Aguiñaga, E. (2017). Gestión institucional, involucramiento docente y de padres de familia en escuelas públicas de México. Revista Calidad en la Educación, 46, 53-95. https://doi.org/10.4067/S0718-45652017000100053
Atkins, T., Bullis, M. y Todis, B. (2005). Converging and diverging service delivery systems in alternative education programs for disabled and non-disabled youth involved in the juvenile justice system. Journal of Correctional Education, 56(3), 253-285.
Azaola, E. (2015). Diagnóstico de las y los adolescentes que cometen delitos graves en México. UNICEF. https://www.casede.org/BibliotecaCasede/Diagnostico_adolescentes.pdf
Becker, B. E., y Luthar, S. S. (2002). Social-emotional factors affeting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37(4), 197-214. https://doi.org/10.1207/S15326985EP3704_1
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75-85. https://doi.org/10.1207/s15326985ep3402_1
Bullis, M., Yovanoff, P., Mueller, G. y Havel, E. (2002). Life on the “Outs” –Examination of the facility-to-community transition of incarcerated youth. Exceptional Children, 69(1), 7-22. https://doi.org/10.1177/001440290206900101
Cámara de Diputados del H. Congreso de la Unión. (16 de junio, 2016). Ley Nacional del Sistema Integral de Justicia Penal para Adolescentes. Nueva Ley DOF, pp. 1-82. http://www.diputados.gob.mx/LeyesBiblio/pdf/LNSIJPA.pdf
Candy, P. C. (1991). Self-Direction for lifelong learning. Adult Education Quarterly, 42(3), 192-202. https://doi.org/10.1177/074171369204200307
Centro de Investigaciones y Estudios Superiores en Antropología Social. (2016). Informe especial. Adolescentes: Vulnerabilidad y violencia. CNDH México. http://informe.cndh.org.mx/uploads/menu/30101/Informe_adolescentes.pdf
Clark, H. B., Unger, K. V. y Stewart, E. S. (1993). Transition of youth and young adults with emotional/behavioral disorders into employment, education and independent living. Community Alternatives: International Journal of Family Care, 5(2), 19-46.
Dron, J. (2007). Control and constraint in e-learning. Choosing when to choose. Information Science Publishing. https://doi.org/10.4018/978-1-59904-390-6
Elmore, R. (2010). Mejorando la escuela desde la sala de clases. Área de Educción Fundación de Chile. https://fch.cl/wp-content/uploads/2012/08/Libro_Elmore.pdf
Foley, R. M. (2001). Academic characteristics of incarcerated youth and correctional educational program. Journal of Emotional and Behavioral Disorders, 9(4), 248-259. https://doi.org/10.1177/106342660100900405
Fullan, M. (2010). The role of the district in tri level reform. En International Encyclopedia of Education (pp. 295-302). https://doi.org/10.1016/B978-0-08-044894-7.01094-0
González Ibarra, J. de D. y Reyes Barragán, L. A. (2007). La administración de justicia de menores en México. La reforma del artículo 18 de la Constitución política de los Estados Unidos Mexicanos. Boletín Mexicano de Derecho
Comparado, 40(118), 65-96. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0041-86332007000100003
Hartnett, M. (2016). Motivation in online education. Springer. https://doi.org/10.1007/978-981-10-0700-2
Houchins, D., Puckett-Patterson, D., Crosby, S., Shippen, M. & Jolivette, K. (2009). Barriers and facilitators to providing incarcerated youth with a quality education. Preventing School Failure, 53(3), 159-166. https://doi.org/10.3200/PSFL.53.3.159-166
Instituto Nacional de Estadística y Geografía. (2018). Resultados de la Primera encuesta nacional de adolescentes en el Sistema de Justicia Penal (ENASJUP) 2017. Comunicado de prensa Núm. 398/18. https://www.inegi.org.mx/contenidos/saladeprensa/boletines/2018/EstSegPub/ENASJUP2017.pdf
Instituto Nacional de Estadística y Geografía. (2019). El INEGI da a conocer los resultados de la Encuesta nacional de ingresos y gastos de los hogares (ENIGH) 2018. Comunicado de prensa Núm. 384/19. https://www.inegi.org.mx/contenidos/saladeprensa/boletines/2019/EstSociodemo/enigh2019_07.pdf
Keller, J. M. (2010). Motivational design for learning and performance. The ARCS model approach. Springer. https://doi.org/10.1007/978-1-4419-1250-3
Maccini, P. y Calvin Cagnon, J. (2006). Mathematics instructional practices and assessment accommodations by secondary special and general educators. Exceptional children, 72(2), 217-234. https://doi.org/10.1177/001440290607200206
Magee Quinn, M., Rutherford, R. B., Leone, P. E., Osher, D. M. y Poirier, J. M. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71(3), 339-345. https://doi.org/10.1177/001440290507100308
Mathur, S. R. y Schoenfeld, N. (2010) Effective instructional practices in juvenile justice facilities. Behavioral Disorders, 36(1), 20-27. https://doi.org/10.1177/019874291003600103
McInerney , D. M. y van Etten, S. (2003). Sociocultural influences and teacher education programs. Information Age Publishing.
Nelson, C. M. (2000). Educating students with emotional and behavioral disorders in the 21st century: Looking through windows, opening doors. Education and treatment of children, 23(3), 204-222.
Platt, J., Kaczynski, D. y LeFebvre, R. (1996). Project advance: A comprehensive model program for juvenile incarcerates. Journal of Correctional Education, 47(4), 168-172. https://www.ncjrs.gov/App/AbstractDB/AbstractDBDetails.aspx?id=165036
REINSERTA. (2018). Estudio de factores de riesgo y victimización en adolescentes que cometieron delitos de alto impacto en México. Autor. https://drive.google.com/file/d/1L2UK4H-WTGMED49CmovvagXKvUzbnPWG/view
Ryan, R. M. y Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Stirling, D. (2013). Motivation in education. Aichi Universities English Education Research Journal, 29, 51-72. http://www.learndev.org/dl/Stirling_MotEdu.pdf
Wang, X., Blomberg, T. G. y Li, S. D. (2005). Comparison of the educational deficiencies of delinquent and nondelinquent students. Evaluation Review, 29(4), 291-312. https://doi.org/10.1177/0193841X05275389
Wlodkowski, R. J. y Ginsberg, M. B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. Jossey-Bass.
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License: