Prison School

Author: Akira Hiramoto
Publisher: Yen Press
ISBN: 0316346179
Size: 14.98 MB
Format: PDF, ePub, Docs
View: 46

An unthinkable "nightmare scenario" is brought down on the Shadow Student Council, shaking the Prison to its core...!! Kiyoshi falls into the trap laid by Kate, the Regular Student Council President, and finds himself behind bars once again! Now Mari, Meiko, and Kiyoshi must share a co-ed Prison. Meanwhile, Kate's plan for revenge is quietly set into motion...!

The Prison School

Author: Lizbet Simmons
Publisher: Univ of California Press
ISBN: 9780520281462
Size: 18.24 MB
Format: PDF, Kindle
View: 99

"Police officers and metal detectors have become fixtures in American public schools. In this tough-on-crime, security-oriented era, the new gold standard for school discipline has become the criminal justice system. While harsh school punishment has reshaped schools and communities across the socioeconomic divide, nowhere is the overlap between classroom and prison more striking than at the Orleans Parish Prison, the site of a New Orleans public school enrolling primarily poor African American boys expelled under zero-tolerance policies for minor infractions such as tardiness, but not actual criminal behavior. The Prison School examines how and why public schools take a punitive approach to education and analyzes how this criminalizing mode influences a student's approach toward correctional custody. How did schools and prisons--two very different kinds of public institutions--become so intertwined, and what does this combination mean for students, communities, and, ultimately, a democratic society? How do we begin to unravel the ties that bind the racialized realities of mass school failure and mass incarceration? And what does this mean to segments of the population--in particular, African American males--who have been systematically removed from their schools and their society?"--Provided by publisher.

Compulsory

Author: Sabina E. Vaught
Publisher:
ISBN: 0816696195
Size: 16.28 MB
Format: PDF, Kindle
View: 41

"This is an American story, unsettled by contradictions, constituted by unresolvable loss and open-ended hope, produced through brutal exclusivities and persistent insurgencies. This is the story of Lincoln prison." In her Introduction, Sabina E. Vaught passionately details why the subject of prisons and prison schooling is so important. An unprecedented institutional ethnography of race and gender power in one state's juvenile prison school system, Compulsory will have major implications for public education everywhere. Vaught argues that through its educational apparatus, the state disproportionately removes young Black men from their homes and subjects them to the abuses of captivity. She explores the various legal and ideological forces shaping juvenile prison and prison schooling, and examines how these forces are mechanized across multiple state apparatuses, not least school. Drawing richly on ethnographic data, she tells stories that map the repression of rightless, incarcerated youth, whose state captivity is the contemporary expression of age-old practices of child removal and counterinsurgency. Through a theoretically rigorous analysis of the daily experiences of prisoners, teachers, state officials, mothers, and more, Compulsory provides vital insight into the broad compulsory systems of schooling--both Inside prison and in the world Outside--asking readers to reconsider conventional understandings of the role, purpose, and value of state schooling today.

The School To Prison Pipeline

Author: Catherine Y. Kim
Publisher: NYU Press
ISBN: 0814748449
Size: 18.15 MB
Format: PDF, ePub, Mobi
View: 96

The “school-to-prison pipeline” is an emerging trend that pushes large numbers of at-risk youth—particularly children of color—out of classrooms and into the juvenile justice system. The policies and practices that contribute to this trend can be seen as a pipeline with many entry points, from under-resourced K-12 public schools, to the over-use of zero-tolerance suspensions and expulsions and to the explosion of policing and arrests in public schools. The confluence of these practices threatens to prepare an entire generation of children for a future of incarceration. In this comprehensive study of the relationship between American law and the school-to-prison pipeline, co-authors Catherine Y. Kim, Daniel J. Losen, and Damon T. Hewitt analyze the current state of the law for each entry point on the pipeline and propose legal theories and remedies to challenge them. Using specific state-based examples and case studies, the authors assert that law can be an effective weapon in the struggle to reduce the number of children caught in the pipeline, address the devastating consequences of the pipeline on families and communities, and ensure that our public schools and juvenile justice system further the goals for which they were created: to provide meaningful, safe opportunities for all the nation’s children.

The Holding Room

Author: Catherine Marie Koehler
Publisher:
ISBN: OCLC:919488290
Size: 17.24 MB
Format: PDF
View: 60

This dissertation examines education programming in a men's maximum-security prison in rural Central New York. The provision of formal schooling has been a hallmark of prison reform efforts in New York for over a century, imagined to both ameliorate the conditions of confinement and, upon release, restore inmates to full civic participation and social membership. In documenting the everyday work of teaching and learning in one such school, this dissertation demonstrates that, rather than representing a formal break with punitive logics and practices, such reform efforts are instrumentalized and assimilated into the custodial management of the institution. For both staff and inmates, navigating the dissonances and incoherencies that emerge as "care" is integrated into "custody" is a defining feature of institutional life that conditions both the structural possibilities and particular socialities that emerge within reform-oriented programs in prison. In tracing structures of care (diagnostic and standardized testing) in the school as they intersect with disciplinary structures of custody (solitary confinement), this research demonstrates that inmates' academic achievement is significantly attenuated by institutional conditions. These institutional conditions are both produced by and reflected in the "security mindset," which affects particular forms of sociality in the school. In managing personal and emotional proximities, this "mindset" remakes a "caring" profession in the image of custodial relations of authority and in the interest of control. This "mindset" is instantiated in the documentary practices of the school, where staff not only track inmates' academic progress, but contribute to the record of punishment. In considering staff and inmates' deep ambivalences about the lived experience of prison reform, this dissertation provides an ethnographically rich account of a pervasive modern institution that is seldom frequented by social researchers. It suggests that processes of carceral subject-making are neither coherent, nor uncontested, but mediated by extensive self-reflexive and intersubjective critique and negotiation. Given the influence of the prison as a historical formation on anthropological investigations of modern power/knowledge, this dissertation demonstrates that the contemporary prison itself is a key analytical site for understanding the empirical realities, as much as theoretical implications, of the current era of hyperincarceration.