Educational experiences of incarcerated youth: A narrative inquiry with a young Indonesian Muslim

Muhammad Haekal, Fida Sanjakdar, Edwin Creely and Kelly Carabott
Monash University, Australia

In this article we explore the educational experiences of an Indonesian youth, Ariga (pseudonym), in the Lembaga Pembinaan Khusus Anak (LPKA), a youth correctional facility in Aceh, Indonesia. Using narrative inquiry methodology alongside social reproduction theory, this narrative inquiry examines how institutional policies and practices impact educational experiences within Indonesian justice facilities, where youth voices are largely unreported. The findings reveal three key themes: the need for personalised educational experiences, the importance of rehabilitation-focused education for societal reintegration, and the critical importance of role models and mentorship. Despite facing significant challenges to achieving his educational aspirations, Ariga formed meaningful connections with correctional officers, particularly his guardian who provided crucial mentorship. Whilst the facility's strict regulations and lack of alignment with Ariga's interests created barriers, the integration of cultural elements and mentorship support helped reshape his educational dreams. This research contributes vital insights into youth experiences within Indonesian correctional facilities, highlighting the significant need for more responsive and inclusive educational approaches that value young people's voices, acknowledge their past experiences, and align with individual dreams and aspirations. Our study brings attention to the transformative potential of creating educational spaces for marginalised youth that extend beyond traditional academic outcomes to foster personal growth, skills development, and meaningful future aspirations.
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Authors: Mr Muhammad Haekal (corresponding author) is a PhD candidate in the School of Curriculum, Teaching, and Inclusive Education, Faculty of Education, Monash University, Australia. His research interests focus on social justice issues in education and their intersection with vulnerable populations. ORCID: https://orcid.org/0000-0002-6906-4788 Email: muhammad.haekal@monash.edu Associate Professor Fida Sanjakdar is Graduate Research Coordinator in the School of Education, Culture and Society, Faculty of Education, Monash University, Australia. Her research expertise encompasses critical sexuality education, intersections of religion, culture and sexuality education, Islamic education, and teaching controversial issues. ORCID: https://orcid.org/0000-0003-4668-6143 Email: fida.sanjakdar@monash.edu Dr Edwin Creely is a senior lecturer in the School of Curriculum, Teaching, and Inclusive Education, Faculty of Education, Monash University, Australia. His research interests include academic wellbeing, digital literacies for migrant and refugee populations, middle years literacy practices, and creative pedagogical approaches. ORCID: https://orcid.org/0000-0002-5009-4047 Email: edwin.creely@monash.edu Dr Kelly Carabott is a lecturer in the School of Curriculum, Teaching, and Inclusive Education, Faculty of Education, Monash University, Australia. Her research focuses on pre-service teacher education, school-university partnerships, and literacy education, informed by phenomenological frameworks that privilege lived experiences. ORCID: https://orcid.org/0000-0003-1579-4598 Email: kelly.carabott@monash.edu Please cite as: Haekal, M., Sanjakdar, F., Creely, E. & Carabott, K. (2025). Educational experiences of incarcerated youth: A narrative inquiry with a young Indonesian Muslim. Issues in Educational Research, 35(4), 1549-1567. http://www.iier.org.au/iier35/haekal.pdf