Özet:

There are various programmes of education, which convicted individuals are able to take advantage of and which are generally expressed as prison/penal institution educational services, in Turkey (such as basic education, widespread education, remote education, vocational training and library support services). One of these opportunities for education is the formal programme of higher education, which students, who were either impounded or convicted while continuing an institution of higher education, or who gained a place at university through the university examination while in prison (the convicted individuals in open penal institutions only), can benefit from. Students who are in prison are able to attend universities in line with their weekly programmes of education, during the academic period, within the framework of their right to education and subject to certain criteria, and then return to the penal institutions after their courses. The subject of this study is the self-presentation of imprisoned students, who carry two corporate identities, which are considerably different from each other. The aim is to convey the self-presentations of individuals, who have been marginalised, ostracised and excluded while depicting an identity which transcends the walls of prisons, in both the penal institutions (total institution) and universities. In line with this aim, focus has been placed on (i) the things imprisoned students do in their daily lives, (ii) how they present themselves to others, (iii) how they direct and control the perceptions of others about them and (iv) what they do and don’t do when presenting their performances to the audience. Within this framework, in depth interviews were held with 8 individuals, who are inmates of the Antalya E Type Open Penal Institution and who have utilised their right for a formal higher education. The data which was obtained has been interpreted within the framework of the theories of “dramaturgical principles”, “total institutions” and “stigma”. As a result of the study, it was determined that the self-presentations of imprisoned students in their daily lives varied depending on the institutional worlds (prison and university) and corporate identities (convict and student), and that the individuals were able to reconstruct their identities through formal education or return to their identities prior to the institution.

Anahtar Kelimeler: