Rewriting Lives Behind Bars Through Education

BY: .

Incarceration signals, to some, the end of possibility - a closed chapter where futures are assumed to have already been decided.

It was the questioning of this assumption that sparked Mr Ntuthuko Mathenjwa’s master’s dissertation topic, ‘An Exploration of Educational Experiences of Incarcerated Youth Registered for the National Senior Certificate Examinations in a Correctional Centre in the Province of KwaZulu Natal’.

“My interest in this topic began when I was still in high school. It was one January, during the announcement of matric results on national television by former Minister of Basic Education, Angie Motshekga. She mentioned that learners in correctional centres had written and passed their matric exams.”

The statement unsettled him. “I struggled to imagine how meaningful education could take place in such an environment. My understanding of prison was shaped by violence, gangs and harsh conditions.”

That tension between assumption and reality became the foundation of his study, completed under the supervision of Dr Melanie Martin.

Born in Ingwavuma in northern KwaZulu-Natal, Mathenjwa is the first in his family to obtain a master’s degree, with his work grounded in equity, access and transformation.

His dissertation focused on the educational experiences of incarcerated youth writing the National Senior Certificate in a correctional centre in KwaZulu-Natal. What he found complicated simplified assumptions about prison education.

“The educational environment is organised, but it has many limitations. Teachers do their best, but there are strict security rules, insufficient resources and limited access to study materials.”

Despite these constraints, he found that learning persisted, with many learners seeing education as an important opportunity, even within a restricted environment.

For Mathenjwa, this speaks directly to rights and justice. “Education in correctional centres is important because everyone has the right to education, no matter their situation. Section 29 of the Constitution guarantees this right.”

Beyond legal frameworks, he emphasises dignity and reintegration: “It gives incarcerated individuals a fair chance to learn and improve their lives, while recognising their dignity and potential.”

The study reveals significant barriers. Learners navigate limited access to educational resources, disruptions due to prison routines and psychological pressures associated with incarceration, alongside stigma and uneven schooling backgrounds.

Yet within these constraints, he encountered stories of transformation, saying: “One participant explained that education gave them a chance to ‘rewrite’ their life story and become a better person. It helped them reflect on their past choices and think differently about their future.”

Education also shifted identity, with Mathenjwa noting that it allows participants to see themselves not just as offenders but as students - individuals with goals and people who could contribute positively to society.

He described resilience in ordinary but powerful ways - study routines built in restrictive conditions, peer support and persistence despite instability. “There was a tension between gang life and education, but many still chose to focus on their studies.”

For him, this reinforces education’s rehabilitative function, providing knowledge, skills and a new sense of purpose. More importantly, he believes that it changes how people think and make decisions.

Reflecting on his own journey, including a year-long delay in ethical clearance that extended his studies, he said the experience taught him patience and resilience.

He argues passionately for greater attention to correctional education, noting that even in spaces defined by confinement, education keeps possibility open.

“It is not only an investment in individuals but in society as a whole. When people are given the opportunity to learn, they are more likely to reintegrate successfully.”

Words: Rakshika Sibran

Photograph: Sethu Dlamini