Education and Incarceration
Edited by Erica R. Meiners, Maisha T. Winn
Routledge – 2012 – 144 pages
The United States of America is in possession of the largest prison population in the world, with 2.3 million people currently behind bars. This number is predominantly and disproportionately made up of communities of colour and poverty. Between 1987 and 2007, the U.S. prison population tripled; the direct result of various ‘tough on crime’ public policies. Organizers and scholars use the term prison industrial complex (PIC) to name the structure that encompasses the expanding economic and political contexts of the detention and corrections industry in the USA. The PIC is a network that sutures capital, communities and the State to a permanent punishment economy. The term ‘the PIC’ aims to capture the range of material and ideological forces that shape the growth of detention: the political and lobbying power of the corrections officers unions, the framing of prisons and jails as a growth industry in the context of deindustrialization, the production and sales of technology and security required to maintain and expand the state of incarceration, and the naturalization of isolation as a logical response to harm.
Education and Incarceration highlights the significance of centering agency and autonomy, and documents scholars who work to be accountable to justice movements and communities, not simply to academic disciplines or to research. Additionally, as emerging scholars committed to challenging the PIC, these authors struggle to build multi-layered analytic and material tools for resistance within and beyond the walls of schools, jails and prisons. This book provides snapshots of practices in motion: activist scholars working to engage, to be accountable to families, communities and larger justice movements, and to build abolition democracies.
This book was originally published as a special issue of Race Ethnicity and Education.
Chapter 1. Resisting the school to prison pipeline: the practice to build abolition democracies Erica R. Meiners and Maisha T. Winn Chapter 2. Home/work: engaging the methodological dilemmas and possibilities of intimate inquiry Crystal T. Laura Chapter 3. Our lyrics will not be on lockdown: an arts collective’s response to an incarceration nation Keisha L. Green Chapter 4. ‘Our side of the story’: moving incarcerated youth voices from margins to center Maisha T. Winn Chapter 5. Contesting institutional discourse to create new possibilities for understanding lived experience: life-stories of young women in detention, rehabilitation, and education Suniti Sharma Chapter 6. Enclosures abound: Black cultural autonomy, prison regime and public education Damien Schnyder Chapter 7. Criminality of Black youth in inner-city schools: ‘moral panic’, moral imagination, and moral formation Sarah Farmer Chapter 8. It’s not just a method! The epistemic and political work of young people’s lifeworlds at the school–prison nexus Patricia Krueger-Henney
Erica R. Meiners is Professor of Education and Women's Studies at Northeastern Illinois University, USA. She is the author of Right to Be Hostile: Schools, Prisons, and the Making of Public Enemies (2007).
Maisha T. Winn is Associate Professor in Language, Literacy, and Culture in the Division of Educational Studies at Emory University, USA. She is the author of Girl Time: Literacy, Justice, and School-to-Prison Pipeline (2011).