Pub Date : 2018-11-01DOI: 10.14288/CE.V9I17.186357
Erin L. Castro
This essay examines contemporary discourse alongside increased public interest regarding the provision, purposes, and outcomes of higher education for incarcerated people. Recidivism as the dominant desired outcome of higher education in the specific context of prison demands a particular kind of intervention, and in a society where Black, African American, and Latinxs are overly targeted for incarceration, rationales of reduced recidivism are disproportionately mapped onto bodies of Color. My gesture in this essay is that the language of reduced recidivism contributes to state violence that is disproportionately enacted against people of Color. I believe that directors, instructors, students, and supporters of college-in-prison programs have an opportunity to thoughtfully expand the reasons for higher education during incarceration and to counter public narratives focused on recidivism as part of an anti-racist praxis.
{"title":"Racism, the Language of Reduced Recidivism, and Higher Education in Prison: Toward an Anti-Racist Praxis","authors":"Erin L. Castro","doi":"10.14288/CE.V9I17.186357","DOIUrl":"https://doi.org/10.14288/CE.V9I17.186357","url":null,"abstract":"This essay examines contemporary discourse alongside increased public interest regarding the provision, purposes, and outcomes of higher education for incarcerated people. Recidivism as the dominant desired outcome of higher education in the specific context of prison demands a particular kind of intervention, and in a society where Black, African American, and Latinxs are overly targeted for incarceration, rationales of reduced recidivism are disproportionately mapped onto bodies of Color. My gesture in this essay is that the language of reduced recidivism contributes to state violence that is disproportionately enacted against people of Color. I believe that directors, instructors, students, and supporters of college-in-prison programs have an opportunity to thoughtfully expand the reasons for higher education during incarceration and to counter public narratives focused on recidivism as part of an anti-racist praxis.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"76 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80738202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-15DOI: 10.14288/CE.V9I16.186272
J. Teeple
In this essay, I will explore the role of STEM education (and educators) in efforts for egalitarian social change. This entails asking and attempting responses to the following questions: How does STEM education relate to the state and economy? Is it an outgrowth of the logic and the aims of the state? Is it imbued with capitalistic aims? How might a STEM education opposed to these socio-economic aims appear: one of left-libertarian, even anarchist, sentiments? Is it possible – even preferable to the former? I will also attempt to respond to these questions by relying in part upon Nataly Chesky and Mark Wolfmeyer’s (2015) Philosophy of STEM Education: A Critical Investigation and Judith Suissa’s (2010) Anarchism and Education: A Philosophical Perspective . I will thus explore how STEM education is poised to evolve in various directions and determine which of these would most commensurate with egalitarian educational, social, economic, and ecological aims.
{"title":"Toward a State-Critical STEM Education","authors":"J. Teeple","doi":"10.14288/CE.V9I16.186272","DOIUrl":"https://doi.org/10.14288/CE.V9I16.186272","url":null,"abstract":"In this essay, I will explore the role of STEM education (and educators) in efforts for egalitarian social change. This entails asking and attempting responses to the following questions: How does STEM education relate to the state and economy? Is it an outgrowth of the logic and the aims of the state? Is it imbued with capitalistic aims? How might a STEM education opposed to these socio-economic aims appear: one of left-libertarian, even anarchist, sentiments? Is it possible – even preferable to the former? I will also attempt to respond to these questions by relying in part upon Nataly Chesky and Mark Wolfmeyer’s (2015) Philosophy of STEM Education: A Critical Investigation and Judith Suissa’s (2010) Anarchism and Education: A Philosophical Perspective . I will thus explore how STEM education is poised to evolve in various directions and determine which of these would most commensurate with egalitarian educational, social, economic, and ecological aims.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91005075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-15DOI: 10.14288/CE.V9I16.186415
Nataly Z. Chesky, Rebecca A. Goldstein
This paper presents a critical commentary regarding the intersections of STEM education, girls/women, and media to consider the ways in which media production narratives construct the problem of too few girls/women in STEM fields, its causes, and how to redress the problem. Employing examples from multiple media including Clip Art, television commercials, and popular film, the authors highlight how such media representations oversimplify and mask some of the larger, more intractable challenges of women achieving parity and equity in STEM. The authors conclude with a discussion of how the solution to better package STEM for girls/women is simply an illusion that covers the reality: that girls and women are packaged for STEM, with the focus on girls/women and making them marketable to STEM fields while simultaneously pretending that the barriers in STEM can be surmounted by afterschool programs, female mentors, and targeted advertisement. As a result, the institutional and structural inequities remain inadequately addressed.
{"title":"Packaging Girls for STEM or STEM for Girls? A critique on the perceived crisis of increasing female representation in STEM education","authors":"Nataly Z. Chesky, Rebecca A. Goldstein","doi":"10.14288/CE.V9I16.186415","DOIUrl":"https://doi.org/10.14288/CE.V9I16.186415","url":null,"abstract":"This paper presents a critical commentary regarding the intersections of STEM education, girls/women, and media to consider the ways in which media production narratives construct the problem of too few girls/women in STEM fields, its causes, and how to redress the problem. Employing examples from multiple media including Clip Art, television commercials, and popular film, the authors highlight how such media representations oversimplify and mask some of the larger, more intractable challenges of women achieving parity and equity in STEM. The authors conclude with a discussion of how the solution to better package STEM for girls/women is simply an illusion that covers the reality: that girls and women are packaged for STEM, with the focus on girls/women and making them marketable to STEM fields while simultaneously pretending that the barriers in STEM can be surmounted by afterschool programs, female mentors, and targeted advertisement. As a result, the institutional and structural inequities remain inadequately addressed.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"58 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73865547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-15DOI: 10.14288/CE.V9I16.186256
M. Tager
Utilizing Critical Race theory I analyzed empirical data from a larger study that I conducted in 2014 on deficit discourses in early childhood education. In this auxillary project I unpack how the lack of access to technology directly perpetuates a racist framework in our schools. Technology segregation and it's practices further excludes and marginalizes low-income Black children. This study examines one school district and the difference in access and attitudes about access that are a part of taken for granted practices relating to technology. Inequities in fundings via PTO's directly affect five low-income Black children observed throughout this study. Their learning trajectories and inability to make progress are tied to this lack of technology. These findings are more than just about inequities in funding for technology they are about a call for action. Interruptions and disturbances in these racist practices need to be addressed throughout this particular school district and in society itself.
{"title":"Technology and Racist Frameworks in Early Childhood Education","authors":"M. Tager","doi":"10.14288/CE.V9I16.186256","DOIUrl":"https://doi.org/10.14288/CE.V9I16.186256","url":null,"abstract":"Utilizing Critical Race theory I analyzed empirical data from a larger study that I conducted in 2014 on deficit discourses in early childhood education. In this auxillary project I unpack how the lack of access to technology directly perpetuates a racist framework in our schools. Technology segregation and it's practices further excludes and marginalizes low-income Black children. This study examines one school district and the difference in access and attitudes about access that are a part of taken for granted practices relating to technology. Inequities in fundings via PTO's directly affect five low-income Black children observed throughout this study. Their learning trajectories and inability to make progress are tied to this lack of technology. These findings are more than just about inequities in funding for technology they are about a call for action. Interruptions and disturbances in these racist practices need to be addressed throughout this particular school district and in society itself.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"8 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89810036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.14288/CE.V9I15.186355
James L. Davis
Conversations about education in prison should begin with some understanding of the actual lived experience of being in prison. I refuse to create in myself, or promote in others, the idea that learning in prison sets me free without acknowledging the extent to which being educated in prison also helps me understand the extent to which I am free. Prison education has the potential to be life changing, but it presents some challenges for the incarcerated because it is a very distinctive experience. Education is consciousness raising, and consciousness in prison is consciousness of prison and all of its attendant injustices. What it means to learn in prison is to be constantly engaged in an interrogation of the spaces you occupy, an interrogation that has a complicated relationship to freedom but, approximately, what it means is that in your every experience you are caught somewhere between love and hate.
{"title":"Caught Somewhere Between ...","authors":"James L. Davis","doi":"10.14288/CE.V9I15.186355","DOIUrl":"https://doi.org/10.14288/CE.V9I15.186355","url":null,"abstract":"Conversations about education in prison should begin with some understanding of the actual lived experience of being in prison. I refuse to create in myself, or promote in others, the idea that learning in prison sets me free without acknowledging the extent to which being educated in prison also helps me understand the extent to which I am free. Prison education has the potential to be life changing, but it presents some challenges for the incarcerated because it is a very distinctive experience. Education is consciousness raising, and consciousness in prison is consciousness of prison and all of its attendant injustices. What it means to learn in prison is to be constantly engaged in an interrogation of the spaces you occupy, an interrogation that has a complicated relationship to freedom but, approximately, what it means is that in your every experience you are caught somewhere between love and hate.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"94 9 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83625403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-15DOI: 10.14288/CE.V9I14.186162
Abraham P. Deleon, K. Burke
The recent explosion of post-apocalyptic visions of zombie outbreaks, plague, and bio-engineered super viruses reveals the preoccupation that exists about the potential for future disaster and its link to our conceptions of health, the body, and the public good. Born from this same historical conjuncture, The New York State Public Health Manual: A Guide for Attorneys, Judges, and Public Health Professionals , published in 2011, outlines the powers of the state of New York during a time of catastrophe; i.e. plague, outbreak, natural disaster. This particular legal guide demonstrates a current manifestation of biopower and the affective potential States hope to capture and control that emanate from the collision and interaction of bodies. States harness affect through various ways, and in this particular study, through a text that mobilizes fear and the ever-present potential of a threat, ultimately justifying draconian social measures in the name of “public safety”. Written texts provide a rich context in which to critique and better situate State policies within larger frameworks of discipline and control. States and bodies are inextricably connected to each other, and analyzing public policies help better contextualize these links specifically.
{"title":"“Intrusions into the Human Body”: Quarantining Disease, Restraining Bodies, and Mapping the Affective in State Discourses","authors":"Abraham P. Deleon, K. Burke","doi":"10.14288/CE.V9I14.186162","DOIUrl":"https://doi.org/10.14288/CE.V9I14.186162","url":null,"abstract":"The recent explosion of post-apocalyptic visions of zombie outbreaks, plague, and bio-engineered super viruses reveals the preoccupation that exists about the potential for future disaster and its link to our conceptions of health, the body, and the public good. Born from this same historical conjuncture, The New York State Public Health Manual: A Guide for Attorneys, Judges, and Public Health Professionals , published in 2011, outlines the powers of the state of New York during a time of catastrophe; i.e. plague, outbreak, natural disaster. This particular legal guide demonstrates a current manifestation of biopower and the affective potential States hope to capture and control that emanate from the collision and interaction of bodies. States harness affect through various ways, and in this particular study, through a text that mobilizes fear and the ever-present potential of a threat, ultimately justifying draconian social measures in the name of “public safety”. Written texts provide a rich context in which to critique and better situate State policies within larger frameworks of discipline and control. States and bodies are inextricably connected to each other, and analyzing public policies help better contextualize these links specifically.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"10 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86933268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.14288/CE.V9I13.186342
Abena Subira Mackall
There are two dominant frames that emerge in the political discourse regarding whether or not public funds should be invested in educating incarcerated adults in the United States. The first discusses prison-based education in terms of its instrumental utility as a crime control technique within cost-effective analyses. In the second, education in prisons is described as being either good or bad for moral reasons. In this essay, I argue for a third frame in which the merit of prison education programs is determined based on whether or not such programs advance democratic values. I hold that this is particularly important, because the current era of mass incarceration has brought about several threats to the civic well-being of American society, and thus to the legitimacy and stability of the democracy. I then use practitioner and student accounts of prison-based educational programs to illustrate that classrooms can function as unique spaces within prisons to promote informed citizenship. I conclude with two modest recommendations to further expand the civic capacities of incarcerated men and women, within the existing structure of US prisons.
{"title":"Promoting Informed Citizenship through Prison-based Education","authors":"Abena Subira Mackall","doi":"10.14288/CE.V9I13.186342","DOIUrl":"https://doi.org/10.14288/CE.V9I13.186342","url":null,"abstract":"There are two dominant frames that emerge in the political discourse regarding whether or not public funds should be invested in educating incarcerated adults in the United States. The first discusses prison-based education in terms of its instrumental utility as a crime control technique within cost-effective analyses. In the second, education in prisons is described as being either good or bad for moral reasons. In this essay, I argue for a third frame in which the merit of prison education programs is determined based on whether or not such programs advance democratic values. I hold that this is particularly important, because the current era of mass incarceration has brought about several threats to the civic well-being of American society, and thus to the legitimacy and stability of the democracy. I then use practitioner and student accounts of prison-based educational programs to illustrate that classrooms can function as unique spaces within prisons to promote informed citizenship. I conclude with two modest recommendations to further expand the civic capacities of incarcerated men and women, within the existing structure of US prisons.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"53 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84416319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-15DOI: 10.14288/ce.v9i12.186408
David I. Backer
In a recent essay in Rethinking Marxism, as part of a special issue on the legacy of Louis Althusser’s thinking, Tyson E. Lewis takes up Althusser’s thinking on schooling, trade unionism, and seminars to delimit the concepts of interpellation, counterinterpellation, and disinterpellation respectively. While Lewis’s work is a crucial first step for understanding the little-known contours of Althusserian pedagogical theory, he does not elaborate key theoretical work done on the concept of counterinterpellation, namely that of the Marxist philosopher of language Jean-Jacques Lercecle. Engaging with Lecercle’s work deepens Lewis’s novel argument around the newly-coined term disinterpellation, which he distinguishes as fundamentally educational, as opposed to interpellation and counterinterpellation, which he calls forms of political activism. If one considers Lecercle’s derivation of the concept, Lewis’s characterization of disinterpellation as educational and counterinterpellation as political activism changes somewhat, and broaches fundamental questions for Marxist educational theory. In this essay - which is a comment on Lewis’s important step towards Althusserian pedagogical theory - I will present Lecercle’s account of counterinterpellation, setting this concept within the larger context of Althusserian philosophy. I then respond to the equivalence Lewis draws between counterinterpellation and interpellation to advocate disinterpellation as a model for Marxist educational theory and practice, a move which poses two important questions for critical educational theory in the Marxist tradition: Is there a forceless force within what both Gramsci and Althusser called balance of forces of the political terrain, and must education be that forceless force? I show these questions and their implications have important theoretical consequences for Marxist educational theory and practice in general, and the specific theory and practice Lewis advocates.
在《重新思考马克思主义》杂志最近的一篇文章中，作为路易斯·阿尔都塞思想遗产特刊的一部分，泰森·e·刘易斯(Tyson E. Lewis)采用了阿尔都塞关于学校教育、工会主义和研讨会的思想，分别界定了质询、反质询和反质询的概念。虽然刘易斯的工作是理解阿尔都塞教育理论鲜为人知的轮廓的关键第一步，但他并没有详细阐述反质询概念的关键理论工作，即马克思主义语言哲学家让-雅克·勒塞勒的理论工作。参与Lecercle的工作，加深了Lewis对新创造的术语disinterpellation的新颖论证，他将其区分为从根本上具有教育意义，而不是他称之为政治激进主义形式的质询和反质询。如果考虑Lecercle对这一概念的推导，刘易斯将反质询定性为教育行为和反质询定性为政治行动主义的观点有所改变，并提出了马克思主义教育理论的基本问题。在这篇文章中——这是对刘易斯向阿尔都塞式教学理论迈出的重要一步的评论——我将介绍Lecercle对反质询的描述，并将这一概念置于阿尔都塞式哲学的更大背景下。然后，我回应刘易斯在反质询和质询之间的对等关系，主张将质询作为马克思主义教育理论和实践的模式，这一举措为马克思主义传统中的批判教育理论提出了两个重要问题:在葛兰西和阿尔都塞所谓的政治领域力量平衡中是否存在一种无强制力量，教育必须是这种无强制力量吗?我认为，这些问题及其含义对马克思主义教育理论和实践，以及刘易斯所倡导的具体理论和实践具有重要的理论意义。
{"title":"Interpellation, Counterinterpellation, and Education","authors":"David I. Backer","doi":"10.14288/ce.v9i12.186408","DOIUrl":"https://doi.org/10.14288/ce.v9i12.186408","url":null,"abstract":"In a recent essay in Rethinking Marxism, as part of a special issue on the legacy of Louis Althusser’s thinking, Tyson E. Lewis takes up Althusser’s thinking on schooling, trade unionism, and seminars to delimit the concepts of interpellation, counterinterpellation, and disinterpellation respectively. While Lewis’s work is a crucial first step for understanding the little-known contours of Althusserian pedagogical theory, he does not elaborate key theoretical work done on the concept of counterinterpellation, namely that of the Marxist philosopher of language Jean-Jacques Lercecle. Engaging with Lecercle’s work deepens Lewis’s novel argument around the newly-coined term disinterpellation, which he distinguishes as fundamentally educational, as opposed to interpellation and counterinterpellation, which he calls forms of political activism. If one considers Lecercle’s derivation of the concept, Lewis’s characterization of disinterpellation as educational and counterinterpellation as political activism changes somewhat, and broaches fundamental questions for Marxist educational theory. In this essay - which is a comment on Lewis’s important step towards Althusserian pedagogical theory - I will present Lecercle’s account of counterinterpellation, setting this concept within the larger context of Althusserian philosophy. I then respond to the equivalence Lewis draws between counterinterpellation and interpellation to advocate disinterpellation as a model for Marxist educational theory and practice, a move which poses two important questions for critical educational theory in the Marxist tradition: Is there a forceless force within what both Gramsci and Althusser called balance of forces of the political terrain, and must education be that forceless force? I show these questions and their implications have important theoretical consequences for Marxist educational theory and practice in general, and the specific theory and practice Lewis advocates.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74586256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.14288/CE.V9I11.186318
David Evans
The author of this paper has lived in Georgia prisons for over ten years and has benefited from higher educational programs while incarcerated. He draws from limited Internet access behind a firewall, personal interviews with other incarcerated students, and personal experience. This essay intends to convey postsecondary education’s benefits for incarcerated citizens. It explores higher education’s ability to shift the perspectives of its incarcerated students, aid in their personal development, and prepare them for their futures whether in or out of prison. The primary purpose of higher education in prison should not be to reduce recidivism, although that may be a welcomed side effect; it should be to elevate the incarcerated students. College-in-prison programming not only elevates the students, it elevates society as well by creating a criminal justice paradigm that more accurately reflects our society’s love of freedom. This essay also explores limited Internet access in prison as a means to facilitate higher education.
{"title":"The Elevating Connection of Higher Education in Prison: An Incarcerated Student’s Perspective","authors":"David Evans","doi":"10.14288/CE.V9I11.186318","DOIUrl":"https://doi.org/10.14288/CE.V9I11.186318","url":null,"abstract":"The author of this paper has lived in Georgia prisons for over ten years and has benefited from higher educational programs while incarcerated. He draws from limited Internet access behind a firewall, personal interviews with other incarcerated students, and personal experience. This essay intends to convey postsecondary education’s benefits for incarcerated citizens. It explores higher education’s ability to shift the perspectives of its incarcerated students, aid in their personal development, and prepare them for their futures whether in or out of prison. The primary purpose of higher education in prison should not be to reduce recidivism, although that may be a welcomed side effect; it should be to elevate the incarcerated students. College-in-prison programming not only elevates the students, it elevates society as well by creating a criminal justice paradigm that more accurately reflects our society’s love of freedom. This essay also explores limited Internet access in prison as a means to facilitate higher education.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"33 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72928237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.14288/CE.V9I10.186439
Erin L. Castro, M. Gould
For far too long, “correctional education” has served as an umbrella framework for all educational opportunities offered inside prisons and jails throughout the United States. In community with students, scholars, and practitioners, we wish to engage and highlight scholarship on higher education in prison in much the same way we theorize higher education in society more broadly, by focusing on the purposes for why we should engage this work. The authors in this volume pose a direct challenge to the notion that higher education on non-carceral campuses and higher education in prisons should be guided by significantly different philosophies of higher education and in this Introduction, we outline the philosophies of education that should guide higher education in prison.
{"title":"What is Higher Education in Prison? Introduction to Radical Departures: Ruminations on the Purposes of Higher Education in Prison","authors":"Erin L. Castro, M. Gould","doi":"10.14288/CE.V9I10.186439","DOIUrl":"https://doi.org/10.14288/CE.V9I10.186439","url":null,"abstract":"For far too long, “correctional education” has served as an umbrella framework for all educational opportunities offered inside prisons and jails throughout the United States. In community with students, scholars, and practitioners, we wish to engage and highlight scholarship on higher education in prison in much the same way we theorize higher education in society more broadly, by focusing on the purposes for why we should engage this work. The authors in this volume pose a direct challenge to the notion that higher education on non-carceral campuses and higher education in prisons should be guided by significantly different philosophies of higher education and in this Introduction, we outline the philosophies of education that should guide higher education in prison.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"189 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72511113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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