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Prisoners --- Correctional education --- Education of prisoners --- Education.

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An honest and gripping memoir of one man’s life-altering experience teaching at Rikers IslandWhen Brandon Dean Lamson first accepted the teaching position at Horizon Academy, a court-mandated academic program for eighteen to twenty-year-old prisoners at Rikers Island, even he had to question his own motivation. Why was he risking his life every day at a prison notorious for being one of the most dangerous places to work? Was it his small way of making amends for the blatant and pervasive racism he witnessed every day growing up in his small southern town? Or was it to prove he wasn’t afraid to go where his own father, a prominent District Court Judge, had sent both the innocent and guilty alike? In Caged, Lamson provides an intimate view of his transformative experience teaching inmate students on Rikers Island.Rikers Island resonates as a place of horrific violence and inescapable punishment, one of the last places in America that truly invokes overwhelming, universal fear. Set in the late nineties–a time when the city was rapidly changing into an increasingly corporatized and policed space–Caged exposes a criminal justice system designed to thwart efforts to rehabilitate and educate the incarcerated. Lamson’s first-hand account illustrates how penitentiaries too often use prison education as another means of control. Written in a gripping, confessional narrative, Caged explores the consequential impact of Lamson’s move to New York City, his childhood experiences with racial justice, and his journey working in four prisons over the course of three years. Lamson provides glimpses into his own self-destructive behavior as parallels emerge between his life on Rikers and his personal life, his white privilege, and how his behavior progressively entraps him in ways that resonate with the challenges faced by his students. The book intimately captures how incarceration changes both prisoner and educator alike as Lamson struggles to integrate into life outside prison after his departure from Horizon Academy.

Prisoners --- Education. --- Lamson, Brandon Dean. --- Correctional education --- Education of prisoners --- Rikers Island. --- criminal justice. --- incarceration. --- masculinity. --- prison teaching. --- racial justice.

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Can individuals be reformed or rehabilitated in the prison? A persistent body of work indicates that rehabilitation and/or reformation through incarceration is illusory. Exceptions, according to this view, are the result of accident, not design. For many practitioners in corrections systems, the incarceration of criminals is a "fact" and the task of prisons is to isolate, deter, and punish and only then, perhaps reform the criminal. In "Can Prison Work?" Stephen Duguid contends that both critics and defenders of incarceration have erred in making the prisoner the object rather than the subject of their discourse; the critics see prisoners as victims of a monstrous institution and the defenders view them as incorrigibles persuaded only by coercion or manipulation. Duguid begins by reviewing the philosophical and cultural contexts that led to the idea of "curing" criminals (in addition to deterring crime) through treatment and incarceration, presenting diverse historical commentaries from Plato and Socrates to former inmates. The two dominant approaches to modern corrections are also discussed, the one based on sociology and the one based on psychology - the latter being seen as responsible for the rise in the twentieth century of a medicalized approach to corrections. It was the collapse of this 'medical' model (in the 1970s) that created possibilities for innovative approaches in penology and four of these approaches are examined in some depth. Focusing on prisons with broadly conceived educational programs organized by people from outside the field of corrections, Duguid describes how programs in Canada, England, Scotland, and the United States were successful largely because the relationship with prisoner-students was built around notions of reciprocity, mutual respect, and individual development. Empirical data from an extensive follow-up study of the Canadian program is presented as evidence of the potential success using these kinds of approaches. In each of these cases, however, these programs, others like them, were eventually terminiated by prison authorities. The book concludes with the exploration of the tension between prison systems and outsiders engaged with programs within prisons. It argues against the re-emergence of a new medical model in favour of more humane - and human - approaches to individual change and reformation. Winner of the Harold Adams Innis Prize, awarded by the Canadian Federation for the Humanities and Social Sciences.

Criminals --- Prisoners --- Corrections --- Correctional services --- Penology --- Criminal justice, Administration of --- Correctional education --- Education of prisoners --- Reform of criminals --- Rehabilitation of criminals --- Alternatives to imprisonment --- Rehabilitation. --- Education. --- Philosophy. --- Rehabilitation --- Prisonniers --- Réhabilitation. --- Services correctionnels --- Éducation. --- Philosophie.

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Prisoners --- Corrections --- Corrections. --- Education --- Education. --- education --- prison --- reentry --- Correctional education --- Education of prisoners --- Correctional services --- Penology --- Criminal justice, Administration of --- Convicts --- Correctional institutions --- Imprisoned persons --- Incarcerated persons --- Prison inmates --- Inmates of institutions --- Inmates --- Persons --- Criminology, Penology & Juvenile Delinquency --- prisoner reentry --- prisoner education --- adult education

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This edited collection encourages philosophical exploration of the nature, aims, contradictions, promises and problems of the practice of education within prisons around the world. Such exploration is particularly necessary given the complex operational barriers to education, and higher education in particular, within prison-based teaching and learning. These operational barriers are matched by cultural and polemical barriers, such as the criticism of diverting resources to and spending money on prisoner education when the cost of some education seems prohibitive for people outside prison. More so than in other education contexts, prison education may fall short of higher ideals because it is shot through with both practical and moral-political problems and challenges, especially in the age of global late capitalism, high technology and mass incarceration or securitization. This book includes insights and issues around a wide range of areas including: ethics, religion, sociology, justice, identity and political and moral philosophy. Marcus K Harmes is Professor at the University of Southern Queensland, Australia. He has published extensively in the fields of religious and political history, with a particular emphasis on British religious history and popular culture. He is the author of numerous studies on the church in modern popular culture, especially on film and television, including book chapters in the collections Doctor Who and Race and Time and Relative Dimensions in Faith. Barbara Harmes lectures at the University of Southern Queensland, Australia. Her doctoral research focussed on the discursive controls built around sexuality in late-nineteenth-century England. Her research interests include cultural studies and religion. She has published in areas including modern Australian politics, 1960s American television and her original field of Victorian literature. Meredith Harmes teaches communication and also works in the enabling programs at the University of Southern Queensland in Australia. Her research interests include modern British and Australian politics and popular culture in Britain and America.

Education --- Prisoners --- Philosophy. --- Education. --- Correctional education --- Education of prisoners --- Educació de presos --- Filosofia de l'educació --- Filosofia social --- Antropologia educativa --- Teoria de l'educació --- Educació a les presons --- Educació de presoners --- Ensenyament a les presons --- Ensenyament de presoners --- Ensenyament de presos --- Presons --- Alternative Education. --- Corrections. --- Punishment. --- Educational Philosophy. --- Prison and Punishment. --- Penalties (Criminal law) --- Penology --- Corrections --- Impunity --- Retribution --- Correctional services --- Criminal justice, Administration of --- Nontraditional education --- Educational innovations --- Alternative schools --- Experimental methods