Download or read book Post Incarceration Schooling An Examination of How Educational Resilience is Fostered and Cultivated in an Alternative School for Formerly Incarcerated Young Adults written by Charles Herbert Lea and published by . This book was released on 2017 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formerly incarcerated youth often have low educational attainment following incarceration, leaving them at high risk for unstable employment and contact with the adult criminal justice system. Once they age out of traditional high school, community-based alternative schools are often the last option for these youth to earn their high school diploma or GED or receive vocational training. While commitment to conventional activities (i.e., school and work) is known to prevent recidivism, less is known about how community-based alternative schools facilitate community reintegration among formerly incarcerated youth. Guided by an educational resilience framework, this case study explored the elements of a community-based alternative school that provides education and vocational training to formerly incarcerated young adults aged 18 to 25. The research focuses specifically on young Black men as they are disproportionately pushed out of traditional schools and into the juvenile justice system, and are at high risk for school failure and recidivism. Data collection consisted of 12 months of observational field research, semi-structured interviews with four school employees and eight Black men students, one focus group with program case managers, and a review of school, classroom, and student documents. Each data source was analyzed and interpreted thematically using a three-step coding procedure that included initial, focused, and axial coding. Constant comparisons and memoing were also used to establish analytic distinctions and to generate meanings. Study findings point to several important areas: (1) subjective definitions of successful community reintegration based on organizational goals and formerly incarcerated young Black men's personal philosophies of survival; (2) culturally-relevant curriculum as a vehicle for academic achievement and social-emotional development; and (3) supportive services as a factor that influences academic engagement and persistence. Findings from this research highlight the important role relationships and space and place play in bolstering students' resilience during their school reentry process. This knowledge is also significant given the move to shift the incarcerated population into community-based alternatives, and it is timely given bipartisan support to reverse the trend of mass incarceration.
Download or read book Educational Resiliency written by Hersch C. Waxman and published by IAP. This book was released on 2006-04-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the first volume in the series Research in Educational Diversity and Excellence. The purpose of the present book is to summarize and discuss recent perspectives, research, and practices related to educational resilience. There are three distinct parts of the book. The first part, "Conceptual Issues and Reviews of Research," focuses on issues related to defining resiliency as well as reviewing classical and recent studies in the area of educational resiliency. Part II, "Studies of Students’ Resiliency," focuses on recent resiliency findings including methodological issues and implications of individual and school-level resilience. The final part, "Schools, Programs, and Communities that Enhance Resiliency," concentrates primarily on interventions and instructional programs that foster resiliency in youth and the schools they attend.
Download or read book Education for Liberation written by Gerard Robinson and published by Rowman & Littlefield. This book was released on 2019-01-25 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost 650,000 men and women, approximately the size of the city of Memphis, TN, return home from prison every year. Oftentimes with some pocket change and a bus ticket, they reenter society and struggle to find work, housing, a supportive social network. Economic barriers, the stigma of a felony conviction, and mental health and addiction challenges make reentry a bleak picture, leading some to return to a life of crime. A Department of Justice study of 404,638 inmates in 30 states released in 2005, for example, identified that 68 percent were rearrested within 3 years and 77 percent within 5 years of release. Education and workforce readiness programs must be central components in better preparing individuals to successfully reenter society – and stay out of prison. This book compiles chapters written by individuals on the right and the left of the political spectrum, and within and outside the fields of prison education and reentry that address this need for reform. Chapters feature the voices of prominent national figures pushing for reform, current and former students who have benefitted from an education program while in prison, those teaching or managing educational programs within prison, and researchers, entrepreneurs, and policy influencers.
Download or read book Educating Incarcerated Youth written by Lynette Tannis and published by Springer. This book was released on 2014-11-21 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the perceptions and role of juvenile justice educators. Through researching the support structures of educational facilities and analysing the positive features of these learning environments, Tannis evaluates how best to educate incarcerated young people and prepare them for their transition back into society.
Download or read book Compulsory written by Sabina E. Vaught and published by U of Minnesota Press. This book was released on 2017-01-31 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt: “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.
Download or read book School Not Jail written by Peter Williamson and published by Teachers College Press. This book was released on 2021 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Arguing that the school-to-prison pipeline is "one of the most urgent educational issues of our time," this volume seeks to (1) examine how and why increasing numbers of students, disproportionately youth of color, are being taken from our schools into our prisons and (2) consider what school-based educators can do to disrupt this flow and dismantle the school to prison pipeline, using examples drawn from both schools and prisons. Incorporating perspectives from both 'ends' of the pipeline, the volume provides specific strategies on curriculum, pedagogy, and disciplinary practices that can help redirect our collective efforts from carceral practices to education that will be valuable for all educators in keeping students in school and out of prison"--
Download or read book Educational Resilience in Inner city America written by Margaret C. Wang and published by Routledge. This book was released on 1994 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Resiliency Reconsidered written by Donna M. Davis and published by IAP. This book was released on 2007-10-01 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this book is to generate discussion not only about how we can create meaningful educational experiences for all learners, but to challenge systems that necessitate a resilient nature. Ultimately, the authors promote the need for a foundation of socially just policies and practices in all educational settings and respond to the question: How does a paradigm of resiliency translate into institutional change that benefits everyone?
Download or read book Critical Pedagogical Narratives of Long Term Incarcerated Juveniles written by Gregory Barraza and published by Rowman & Littlefield. This book was released on 2022-10-28 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical Pedagogical Narratives of Long-Term Incarcerated Juveniles: Humanizing the Dehumanized uses short fictive narratives and poetry of currently and formerly incarcerated juveniles. It gives an in-depth look at influences that affect their trajectory on the School to Prison Pipeline, and how their experiences interrelate with their educational experience.
Download or read book Words No Bars Can Hold Literacy Learning in Prison written by Deborah Appleman and published by W. W. Norton & Company. This book was released on 2019-06-18 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Incarcerated bodies, liberated minds: a narrative of literacy education behind bars. Words No Bars Can Hold provides a rare glimpse into literacy learning under the most dehumanizing conditions. Deborah Appleman chronicles her work teaching college- level classes at a high- security prison for men, most of whom are serving life sentences. Through narrative, poetry, memoir, and fiction, the students in Appleman’s classes attempt to write themselves back into a society that has erased their lived histories. The students’ work, through which they probe and develop their identities as readers and writers, illuminates the transformative power of literacy. Appleman argues for the importance of educating the incarcerated, and explores ways to interrupt the increasingly common journey from urban schools to our nation’s prisons. From the sobering endpoint of what scholars have called the “school to prison pipeline,” she draws insight from the narratives and experiences of those who have traveled it.
Download or read book Resilience Education written by Joel H. Brown and published by Corwin Press. This book was released on 2001 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines how young people who struggle with life's worst conditions somehow manage to overcome adversity, identifying significant factors that contribute to their resilience. The book presents information and decision making skills students need to make good decisions in the face of adversity; learning strategies and teaching techniques that facilitate student acquisition of good decision making skills; vignettes and specific examples of what a resilient youth looks like; real-world portraits of school communities that support resilience; and specific guidelines for creating conditions for resilience in the classroom. There are nine chapters in two parts. Part 1, "Supporting Evidence for Resilience," includes: (1) "The Limitations of a Risk Orientation"; (2)"Understanding the Human Capacity for Healthy Adaptation"; and (3) "Applying a Resilience Approach to Education." Part 2, "The PORT-able Approach to Resilience Education," includes: (4) "Educating through Participation, Observation, Reflection, and Transformation"; (5) "Participation: Authentic, Active Engagement"; (6) "Observation: Noting Your Experience"; (7) "Reflection: Interpreting Your Experience"; (8) "Transformation: Being Aware of and Responsible for Change"; and (9) "Bringing It All Together." (Contains 108 references.) (SM)
Download or read book Community Planning to Foster Resilience in Children written by Caroline S. Clauss-Ehlers and published by Springer Science & Business Media. This book was released on 2010-02-23 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children live in a world of ever-increasing stress factors, including global terrorism, pervasive exposure to violence, increasing substance use, and economic and social instability. To help them maneuver successfully through such a challenging world to adulthood, community-based resilience interventions are becoming more important than ever. Currently, resilience-based interventions are expanding to examine not only the internal strengths children and adolescents bring to a variety of situations, but also to explore how to leverage community and family resources in the context of a culturally diverse world. Community Planning to Foster Resilience in Children reviews a variety of innovative approaches and actions that can be used at the community level to promote resilience in children and adolescents. Key themes throughout the book focus on how to: Shift the paradigm from illness to strengths and health. Assess and improve environments to minimize harmful influences and increase protection. Adapt to and build on strengths of cultural and linguistic variation in an increasingly diverse society. Move toward collaborative approaches that involve youth, families, schools, and community members who partner at all levels of program conception, implementation, evaluation, and improvement. For researchers, clinicians, and students, Community Planning to Foster Resilience in Children will be an essential tool in their efforts to promote the health and success of youth.
Download or read book Education Based Incarceration and Recidivism written by Anthony H. Normore and published by IAP. This book was released on 2012-02-01 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education-Based Incarceration and Recidivism: The Ultimate Social Justice Crime Fighting Tool takes a penetrating look at the needs and challenges of society's disenfranchised jail populations. It is incumbent to encourage public awareness of the causes that underlie the destructive cycles plaguing these populations, including the abuse and neglect that cycle through generations. When effectively addressed through education the economic burden on society is lightened and an advocacy to increase understanding engenders a humane response. When connecting education-based incarceration to leadership and social justice, several issues come to mind, beginning with the universal understanding that definitions of social justice are based on a variety of factors, like political orientation, religious background, and political and social philosophy. An increased body of researchers in educational leadership, ethics, law, sociology, corrections, law enforcement, criminal justice, and public health agree that social justice is concerned with equal justice, not just in the courts, but in all aspects of society. Social justice demands that people promote a just society where people have equal rights and opportunities; everyone, from the poorest person on the margins of society to the wealthiest deserves an even playing field. The intended audience for this book includes academics, national and international law enforcement agencies, and correctional institutions interested in establishing and assessing the effectiveness of an education-based incarceration program. This book can be used by educators and students interested in studying organizational leadership, correctional theory, recidivism, social and restorative justice, and education-based incarceration.
Download or read book Edu carcerality written by Larry D. Brown Jr. (Ph.D.) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Literature has shown that education and the juvenile justice system, including law enforcement, have increasingly grown to operate in tandem for more than 30 years (Kafka, 2011; Nolan, 2011). This paradoxical partnership, as well as subsequent policies, such as zero tolerance, and heightened surveillance practices are especially detrimental to Black and Latinx youth, and those from low-income communities (Bahena, Kuttner, Cooc, Currie-Rubin, & Ng, 2012; CDF, 1974, 1975; Gregory, Skiba, & Noguera, 2010; Warren, 2021). Literature on the so-called phenomenon of the school-to-prison has documented the "disturbing national trend wherein children are funneled out of public schools and into the juvenile and criminal justice systems" (ACLU, n.d.). Yet, there is limited knowledge of how education is administered by educators and experienced by students who are incarcerated. This dissertation demonstrates how the carceral continuum - that disparately affects Black youth - operates within and beyond the scope of common school-to-prison logic through the examination of school/education in (a) juvenile justice setting(s). This dissertation explores how education is constructed and delivered, and how teachers' and staff's framing, understanding, and response to youth in juvenile justice educational settings interrupts and/or exacerbates inequities of the carceral continuum. This dissertation is significant and timely, especially in the era of "justice reform," as it challenges the possibility of learning and positive youth development in confined spaces. Findings demonstrate that even when classroom experiments and other activities are possible, carceral logics - the way one's body, thoughts, and actions are shaped over time by carcerality and imprisonment - cloud imagination and possibility. Staff and educators find themselves in paradoxical situations where they want to help support youth learning and development, but are often shaped by carceral logics that are reinforced by policies and practices that restrict them from engaging. Typically, we do not often think about how young people are learning while incarcerated. Much like adults who are imprisoned - society forgets about them or in some states, defund prison education (Hall, 2015; Petersilia, 2003). While many education scholars have gone into juvenile facilities via programs to work with students who are incarcerated, this study shows how a juvenile justice facility "educates" to understand the contradictions, paradoxes, and possibilities.
Download or read book Right to Be Hostile written by Erica R. Meiners and published by Routledge. This book was released on 2010-11 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers examples and insights into the "school to prison' pipeline phenomenon, showing how disciplinary regulations, pedagogy, pop culture and more not only implicitly advance, but actually normalize an expectation of incarceration for urban youth.
Download or read book Resiliency in Schools written by Nan Henderson and published by Corwin. This book was released on 1996-04-11 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This informative volume will help readers to understand the concept of resiliency and to take resiliency-promoting action. The authors: acquaint readers with an important and emerging concept that describes how students, educators and schools can successfully meet challenges; help readers to understand better the current state of resiliency for themselves, their students and their organization; and provide strategies to foster and implement resiliency.
Download or read book Exploring Academic Resiliency in a Corrections Education High School Equivalency Program written by Richard Jason Westover and published by . This book was released on 2022 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research examined ways in which academic resilience may play a role in corrections education students. Corrections education administrators require information to guide future corrections education curricula. Academic resilience information specific to corrections education is currently not available, therefore this study is important for the required knowledge. The purpose of this study was to examine the levels of academic resiliency in corrections education students who successfully completed a high school equivalency program. The sample was drawn from a Pennsylvania prison population, the goal was to recruit 110 students who were enrolled, or successfully completed a high school equivalency program while incarcerated. The Academic Resiliency Scale-30 was used to capture data on subject resiliency. The study used a causal-comparative quantitative design. Descriptive statistics captured nominal data. A Kolmogorov-Smirnov test was conducted to test the assumption of normality. The assumption of normality was not met. A t test was used to test the null hypothesis. The null hypothesis was rejected at a 95% confidence level where p = 0.003. A medium effect size was indicated by Cohen’s d. A Mann-Whitney U test was run as the nonparametric equivalent of a t test due to the assumption of normality not being met. The null was once again rejected where p = 0.003. A Spearman’s Rho correlation was conducted and revealed that no significant correlation between academic resilience scores and age were found. However, a significant difference was discovered in academic resilience scores between inmate students who successfully completed a corrections education high school equivalency course as compared to inmate students who failed to successfully complete a high school equivalency course while incarcerated.
