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Theory and Practice for Literacy in the Prison Classroom
An Inquiry Approach for Students and Educators
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As political tides shift and funding for college-in-prison programming ebbs and flows, educators who work in these contexts are often left with few resources for questioning their practice and their field. To that end, this book aims to encourage dialogue, to ask educators to interrogate their values, beliefs, and practices with and about college-in-prison programming and the students those programs serve. By consulting the works of Paulo Freire and Ernst Bloch, this text seeks to present a methodology for best designing and implementing a meaningful literacy pedagogy for incarcerated students at the nexus of social, political, and educational contexts.
Gregory Bruno, Ph.D. (2019), Teachers College, Columbia University, is Assistant Professor of English and Co-coordinator of the Composition Sequence at Kingsborough Community College. He has designed and facilitated college-in-prison programs in New York, published on student debt, writing pedagogy, and community colleges, and contributed chapters on college-in-prison pedagogy.
Preface
Acknowledgements
1 Asking Meaningful Questions: Introducing an Inquiry into Carceral Pedagogy
â1 What This Books Seeks to Do
â2 Methodology: An Inquiry Stance
â3 Letting Theory Guide Inquiry: Bridging Paulo Freire and Ernst Bloch
â4 How This Book Is Organized
â5 Opening the Conversation
2 Tracing the History of Carceral Learning: A History and the Politics of Teaching in American Jails and Prisons
â1 Theoretical Context: Foucault and Althusser
â2 The Origins of Mass Incarceration in America
â3 Correlative Trends in Incarceration and Education
â4 Relationship to Incarceration and Literacy
â5 A History of College in Jails and Prisons
â6 Current Trends in Carceral Education
â7 Conclusion
3 Ernst Bloch and Paulo Freire: Toward Meaning in College in Prison Programming
â1 The Purpose of Outlining a Methodology
â2 Theorizing Carceral Pedagogy
â3 Paulo Freire
â4 Ernst Bloch
â5 Bridging Paulo Freire and Ernst Bloch
â6 The Nature of âNot Yetâ and âIdeological Becomingâ in Carceral Learning
â7 Conclusion
4 Cultivating Blochian Warmth in Carceral Pedagogy
â1 A Brief Biography of Ernst Bloch
â2 Warm Stream Practices in Higher Education
â3 Not Yet: Ernst Bloch and Hope
â4 Abstract and Concrete Utopias
â5 Colder and Warmer Streams
â6 Conclusion
5 Thinking Critically about Critical Pedagogy: Considering the Role of Freirean Thought in the Prison Classroom
â1 Reconsidering the Influence of Paulo Freire
â2 Principles of Freirean Thought
â3 Freireâs Theology
â4 A Critique of Critical Pedagogy for Incarcerated Learners
â5 The Relationship between Paulo Freire and Ernst Bloch
â6 Applying Paulo Freire in a Carceral Pedagogy and College in Prison Programming
â7 Conclusion
6 Carceral Pedagogy and Making Meaning: Seeking Purpose in the Prison Classroom
â1 Meaning-Making in College in Prison Programming
â2 Meaning-Making and Meaning-Makers
â3 Constructivist Psychology
â4 Stream Theory, Critical Pedagogy, and Making Meaning
â5 How Do We Implement Meaning-Making Practices in Carceral Pedagogy?
â6 Conclusion
7 A Pedagogy of Meaning-Making for Incarcerated Writers: Literacy as a Meaning-Making Practice
â1 Liberal Arts and Literacy Practice in College in Prison Programming
â2 Teaching Writing
â3 Stream Theory and Meaning-Making for Literacy Pedagogies
â4 Toward a Meaningful Literacy Pedagogy for Incarcerated Students
â5 Conclusion
Index
Acknowledgements
1 Asking Meaningful Questions: Introducing an Inquiry into Carceral Pedagogy
â1 What This Books Seeks to Do
â2 Methodology: An Inquiry Stance
â3 Letting Theory Guide Inquiry: Bridging Paulo Freire and Ernst Bloch
â4 How This Book Is Organized
â5 Opening the Conversation
2 Tracing the History of Carceral Learning: A History and the Politics of Teaching in American Jails and Prisons
â1 Theoretical Context: Foucault and Althusser
â2 The Origins of Mass Incarceration in America
â3 Correlative Trends in Incarceration and Education
â4 Relationship to Incarceration and Literacy
â5 A History of College in Jails and Prisons
â6 Current Trends in Carceral Education
â7 Conclusion
3 Ernst Bloch and Paulo Freire: Toward Meaning in College in Prison Programming
â1 The Purpose of Outlining a Methodology
â2 Theorizing Carceral Pedagogy
â3 Paulo Freire
â4 Ernst Bloch
â5 Bridging Paulo Freire and Ernst Bloch
â6 The Nature of âNot Yetâ and âIdeological Becomingâ in Carceral Learning
â7 Conclusion
4 Cultivating Blochian Warmth in Carceral Pedagogy
â1 A Brief Biography of Ernst Bloch
â2 Warm Stream Practices in Higher Education
â3 Not Yet: Ernst Bloch and Hope
â4 Abstract and Concrete Utopias
â5 Colder and Warmer Streams
â6 Conclusion
5 Thinking Critically about Critical Pedagogy: Considering the Role of Freirean Thought in the Prison Classroom
â1 Reconsidering the Influence of Paulo Freire
â2 Principles of Freirean Thought
â3 Freireâs Theology
â4 A Critique of Critical Pedagogy for Incarcerated Learners
â5 The Relationship between Paulo Freire and Ernst Bloch
â6 Applying Paulo Freire in a Carceral Pedagogy and College in Prison Programming
â7 Conclusion
6 Carceral Pedagogy and Making Meaning: Seeking Purpose in the Prison Classroom
â1 Meaning-Making in College in Prison Programming
â2 Meaning-Making and Meaning-Makers
â3 Constructivist Psychology
â4 Stream Theory, Critical Pedagogy, and Making Meaning
â5 How Do We Implement Meaning-Making Practices in Carceral Pedagogy?
â6 Conclusion
7 A Pedagogy of Meaning-Making for Incarcerated Writers: Literacy as a Meaning-Making Practice
â1 Liberal Arts and Literacy Practice in College in Prison Programming
â2 Teaching Writing
â3 Stream Theory and Meaning-Making for Literacy Pedagogies
â4 Toward a Meaningful Literacy Pedagogy for Incarcerated Students
â5 Conclusion
Index
This text would be of interest to graduate students in literacy and education programs, aspiring or current prison educators, and higher education administrators interested in bringing college-in-prison programming to their campuses.