Critical Pedagogical Narratives of Long-Term Incarcerated Juveniles
Humanizing the Dehumanized
Seiten
2024
Lexington Books/Fortress Academic (Verlag)
978-1-6669-1296-8 (ISBN)
Lexington Books/Fortress Academic (Verlag)
978-1-6669-1296-8 (ISBN)
This book 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.
Little research or curriculum design has been done for the purpose of improving juvenile postsecondary correctional education and limiting recidivism rates of students in the juvenile justice system. Using short fictive narratives and poetry by currently and formerly incarcerated juveniles, Critical Pedagogical Narratives of Long-Term Incarcerated Juveniles: Humanizing the Dehumanized provides 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. Gregory Barraza takes a critical look at the absence of one of the most important elements to juvenile justice education often gets overlooked: humanization of the dehumanized. So often, students on the school to prison pipeline and in juvenile justice education fall into the most marginalized sector of education. They are frequently overlooked regarding mental health services and academic services. This book shows that our justice impacted juveniles have a voice and have needs that go overlooked. The students’ voice gives insight on the students’ life experience and how that experience led them to correctional education. Once we know their “voice” we can give them the necessary educational path that deters from recidivism and a “doing life one day at a time.”
Little research or curriculum design has been done for the purpose of improving juvenile postsecondary correctional education and limiting recidivism rates of students in the juvenile justice system. Using short fictive narratives and poetry by currently and formerly incarcerated juveniles, Critical Pedagogical Narratives of Long-Term Incarcerated Juveniles: Humanizing the Dehumanized provides 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. Gregory Barraza takes a critical look at the absence of one of the most important elements to juvenile justice education often gets overlooked: humanization of the dehumanized. So often, students on the school to prison pipeline and in juvenile justice education fall into the most marginalized sector of education. They are frequently overlooked regarding mental health services and academic services. This book shows that our justice impacted juveniles have a voice and have needs that go overlooked. The students’ voice gives insight on the students’ life experience and how that experience led them to correctional education. Once we know their “voice” we can give them the necessary educational path that deters from recidivism and a “doing life one day at a time.”
Gregory Barraza is teacher, professor, and administrator in alternative and correctional education.
Acknowledgements
Introduction
Chapter One: The Dehumanization of the Marginalized Student
Chapter Two: Inside Voices
Chapter Three: Loss and Surrender
Chapter Four: Mental Health and Criminality
Chapter Five: Poetry as Reflections
Chapter Six: Rehabilitate the Rehabilitation
References
About the Author
| Erscheinungsdatum | 02.04.2024 |
|---|---|
| Sprache | englisch |
| Maße | 152 x 227 mm |
| Gewicht | 218 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Recht / Steuern ► Strafrecht ► Kriminologie | |
| Sozialwissenschaften ► Pädagogik ► Didaktik | |
| ISBN-10 | 1-6669-1296-4 / 1666912964 |
| ISBN-13 | 978-1-6669-1296-8 / 9781666912968 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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