One size does not fit all when it comes to female prisoner education. In addition to their socioeconomic backgrounds and complex needs, their multiplicative identities play a significant role in developing a fit-for-purpose and relevant education programme as part of their rehabilitation.

Currently, gender-responsive approaches for female prisoners tend to adopt essentialist approaches that homogenise the diverse backgrounds and experiences of female prisoners. This is done by the assumption that the challenges, needs and complexities of one group of female prisoners are the same as those of another group of female prisoners. Little or no attention is paid to the intersections of gender and race and the multiple disadvantages/inequalities these create in a prison setting. Consequentially, the voices and experiences of those prisoners concerned become conspicuously silent – silenced by the essentialist approaches.

Anti-essentialist approaches advocate for tailored programming that acknowledges and addresses the diverse identities, needs, aspirations, and challenges of incarcerated women. By embracing diversity and inclusivity, anti-essentialism promotes educational strategies that resonate with the lived experiences of female inmates, fostering engagement and empowerment.

Therefore, this paper critically examines what an intersectional-focused approach can look like in the education of female prisoners. Using the intersectional lens of gender and race, it explores strategies and approaches policymakers, educators, and practitioners can adopt to contribute significantly to promoting desistence among incarcerated women, along with addressing systemic barriers which could enhance the efficacy of rehabilitation efforts and increase the likelihood of successful reintegration into society.