Volume 3, Issue 1 (MARCH ISSUE 2022)                   johepal 2022, 3(1): 154-161 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Engram Jr. F V. College Behind Bars Vis a Vis the School-To-Prison Pipeline: Cause and Effect. johepal. 2022; 3 (1) :154-161
URL: http://johepal.com/article-1-193-en.html
Abstract:   (607 Views)
Criminality and criminal mindedness are automatic qualifiers affixed to incarcerated or formerly incarcerated persons. Very rarely are individuals seen as human and as individuals who lived life as free persons prior to their convictions. Many are only seen as their offense and by the number stitched to their clothing. When I was informed that I would be teaching (CRCJ 4333) Institutional Corrections during the Spring 2021 semester I decided that I wanted to re-imagine how we would explore incarceration and incarcerated persons. Guided by the theories of causation and critical race theory I assert that we must focus on the cause and effect associated with offending as well as the stories associated with those labeled “offenders”. Many aspects of carceral research focus on understanding the offense but many lack the empathy to explore the root. This is largely because the root of crime and criminality in many cases concerning marginalized communities is tied to survival. Surviving white supremacy and surviving the communities that white supremacy imprisoned them in. This article will take a qualitative approach to understanding the lived experiences of the formerly incarcerated and how the 19 students enrolled in the course engaged with them.
Full-Text [PDF 1421 kb]   (211 Downloads)    
Type of Study: Research | Subject: Special
Received: 2022/01/28 | Accepted: 2022/03/14 | Published: 2022/03/30

References
1. BPI. (2021). Bard Prison Initiative. https://bpi.bard.edu/ [Article]
2. Case, D. (2021, April 27; site inactive on 2022, March 21). A Fresh Perspective For Criminal Justice Students. Retrieved from UTA.edu: https://www.uta.edu/academics/schools-colleges/liberal-arts/news-events/news/2021/04/a-fresh-perspective-for-criminal-justice-students [Article]
3. Emdin, C. (2016). For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education. Boston, MA: Beacon Press.
4. Engram, F. V. (2020). White manning and lacking institutional preparedness amid tragedy. About Campus, 25(4), 20-24. [DOI]
5. Gijsbers, V. (2021). How (not) to judge a theory of causation. Synthese, 199, 3117-3135. [DOI]
6. Love, B. L. (2016). Anti-Black state violence, classroom edition: The spirit murdering of Black children. Journal of Curriculum and Pedagogy, 13(1), 22-25. [DOI]
7. Neal, M. A. (2020). Abolition for the people: Pop culture helped turn police officers into rock stars — and Black folks into criminals. Medium. [Article]
8. Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23-44. [DOI]
9. Tatro, D. (2021). [@DyjuanTatro]. (2021, July 19). Twitter thread. [Tweet]. Twittter. https://twitter.com/dyjuantatro/status/1417179997861785601 [Article]
10. Watson, T. N., & Baxley, G. S. (2021). Centering "grace": Challenging anti-blackness in schooling through motherwork. Journal of School Leadership, 31(1-2), 142-157. [DOI]

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Journal of Higher Education Policy And Leadership Studies

Designed & Developed by : Yektaweb