Suchergebnisse

This essay describes a class in a maximum-security prison that brought civilian college students and incarcerated learners together. The authors, one a professor of communication and one a sociologist, team-taught the class as a cross-disciplinary and cross-community partnership, designed to promote greater understanding between prisons and higher education communities. Students explored the two faces of education in the U.S.: on one hand, as a public good that spreads knowledge and opens doors to social mobility, and on the other, as an institution that reproduces social inequalities (such as the school-to-prison pipeline). The professors anticipated that these encounters would spark critical consciousness and a desire to work for social justice. However, the most salient part of the experience for both groups of learners turned out to be the affirmation their own humanity and the humanity of others through interactions that built a sense of community and caring.

Prison education promises to reduce recidivism and enhance prisoners' return to society, but activist pedagogies also help learners develop greater understanding of the systemic forces sustaining the prison industrial complex and increase their capacity to resist the racism, sexism, and other forms of discrimination that undermine their personhood. While the often-emotional literature on prison education can be poignant, activist educators benefit more from specific guidelines about the ways teachers and learners can build community together. This essay describes a neo-Freierian classroom community in a maximum-security state prison that relies both on Flores' "jail pedagogy" approach (2012), with its relationships of trust and radical acceptance, and Gaskew's "humiliation to humility" perspective (2015), with its critical Afrocentric pedagogy. It also introduces the concept of transforming power, an attitude of radical acceptance and love that offers a path to true reconciliation with the incarcerated.

Scholars of contemporary society say that communities empower themselves when people share common goals & act together for social change. These communities often share a vision of civil society in which people of all classes & races are committed to the common good. A local empowerment effort of this type that began recently in a mid-Atlantic coastal community is described, based on participant observation of its practices of community building. Primary focus is on how people communicate when they want to build community & act together to create social change. Conclusions are drawn about the role of communication practices in empowerment & social change. 8 References. Adapted from the source document.

This book contains practical approaches to prison education and advocacy. This collection documents the efforts of the Prison Communication, Activism, Research, and Education collective (PCARE) to put democracy into practice by merging prison education and activism. Through life-changing programs in a dozen states (Arizona, Colorado, Illinois, Indiana, Massachusetts, Michigan, New Jersey, Ohio, Pennsylvania, Texas, Virginia, and Wisconsin), PCARE works with prisoners, in prisons, and in communities to reclaim justice from the prison-industrial complex. The materials in this volume present a sweeping inventory of how communities and individuals both within and outside of prisons are marshaling the arts, education, and activism to reduce crime and enhance citizenship. Documenting hands-on case studies that emphasize educational initiatives, successful prison-based programs, and activist-oriented analysis, this book provides readers with real-world answers based on years of pragmatic activism and engaged teaching

This book contains practical approaches to prison education and advocacy. This collection documents the efforts of the Prison Communication, Activism, Research, and Education collective (PCARE) to put democracy into practice by merging prison education and activism. Through life-changing programs in a dozen states (Arizona, Colorado, Illinois, Indiana, Massachusetts, Michigan, New Jersey, Ohio, Pennsylvania, Texas, Virginia, and Wisconsin), PCARE works with prisoners, in prisons, and in communities to reclaim justice from the prison-industrial complex. The materials in this volume present a sweeping inventory of how communities and individuals both within and outside of prisons are marshaling the arts, education, and activism to reduce crime and enhance citizenship. Documenting hands-on case studies that emphasize educational initiatives, successful prison-based programs, and activist-oriented analysis, this book provides readers with real-world answers based on years of activism and teaching.