Beyond School-to-Prison Pipeline and Toward an Educational and Penal Realism

Fasching-Varner, Kenneth J.; Mitchell, Roland W.; Martin, Lori Latrice; Bennett-Haron, Karen P.

doi:10.1080/10665684.2014.959285

Cited by 44 publications

(21 citation statements)

References 34 publications

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“…From public primary/elementary and secondary schooling through tertiary education, the government as a public entity has expressed and demonstrated a proportionally less financial commitment to the enterprise of education, and educational reformistas, those intending to make economic gains as educational reformers, (Fasching-Varner and Mitchell 2013;Fasching-Varner et al 2014) have profited significantly. Neoliberal economic approaches, paired with targeting of marginalized groups, ensure that as teachers enter the classroom, they not only need to negotiate pedagogical decision-making but must do so in a larger social context which is (1) underfunded, (2) aimed not to succeed to fuel the need for more educational reform, and (3) contextualized in a way that further marginalizes already underrepresented groups.…”

Section: Neoliberalism and Neonationalismmentioning

confidence: 99%

Cross-Continental Exploration of Concerns, Opportunities, and Realities of Teacher Education

Fasching-Varner¹,

Desmarchelier²,

Gerlach³

et al. 2020

Encyclopedia of Teacher Education

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Section: Neoliberalism and Neonationalismmentioning

confidence: 99%

Cross-Continental Exploration of Concerns, Opportunities, and Realities of Teacher Education

Fasching-Varner¹,

Desmarchelier²,

Gerlach³

et al. 2020

Encyclopedia of Teacher Education

Self Cite

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“…This school to prison pipeline has widely been acknowledged as disproportionately affecting young people of colorparticularly Black boys (Dancy 2014). While there are scholars who believe that the redistribution of black and brown bodies from schools to prisons is not a sign that the system is broken, but that both the education and prison systems are working as intended-to create widening inequality while fueling the need to fund both education reform and the prison system (Fasching-Varner et al 2014), countering these influences requires change in both of these systems as well as the intervention by institutions of higher education (IHE's), many of which have missions to promote educational access to all (e.g., The State University of New York-SUNY see Rosenthal et al 2015). We see IHE's as being situated to combat the societal damage inflicted by the school to prison pipeline while addressing the stigma attached to those who have served time in prison.…”

Section: Introductionmentioning

confidence: 98%

Bearing Stigma, Carrying Gifts: What Colleges Can Learn from Students with Incarceration Experience

Halkovic

Greene

2015

Urban Rev

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There is an abundance of social science research confirming the positive outcomes associated with higher education for people who have served time in prison (Chappell in J Correct Educ 55(2): 148-169, 2004; Changing minds: the impact of college in a maximum-security prison, Ronald Ridgeway, New York, 2001;Kelso 2000). Despite the evidence, institutions of higher education continue to ignore the findings, while reinforcing negative stigma and imposing institutional barriers to admission for students with documented criminal records (Rosenthal et al. in Boxed out: criminal history screening and college application attrition, Center for Community, New York, 2015). After analyzing focus groups and interviews from a participatory action research project with college students with documented criminal records, we identified a series of themes, which we have labeled gifts (McKnight and Block in The abundant community: awakening the power of families and neighborhoods, Berrett-Koehler Publishers, Inc., San Francisco, 2010; Halkovic et al. in Higher education and reentry: the gifts they bring, John Jay Research, New York, 2013. http://www.johnjayresearch.org/pri/gifts) students with criminal histories bring to their academic communities. These gifts include: deconstructing stigma/teaching the university; the desire to do more and give back; intimate knowledge of how systems work on the ground, and bridging relationships between the academy and underserved communities. Our evidence suggests that students with incarceration experience enhance the academic and civic environment of universities, dispelling the spurious suggestion that they are a risk to campus safety (Drysdale et al. in Campus attacks: targeted violence affecting institutions of higher education, U.S. Department of Justice, Washington, DC, 2010.with specific recommendations institutions of higher education should follow to foster greater inclusion in college communities.

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“…Schools in America may provide opportunities for upward mobility while also perpetuating social inequality (Fasching-Varner et al 2014;Margolis and Romero 1998;Lewis [1970Lewis [ ] 2003. Since the early nineteenth century, the idea that education could serve as a "great equalizer" has permeated American society.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Implications of Culturally Relevant Teaching: Toward a Pedagogy of Liberation

Green

2019

Journal of Contemporary Ethnography

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Schools in America may provide opportunities for upward mobility while also perpetuating social inequality. The inequities found in the US public school system probably result in such a highly stratified society. Conditions found in many schools and classrooms are often a microcosm of the same conditions and factors present in the broader American society. Scholars and education reform activists often use the term school-to-prison pipeline to describe what they view as a widespread pattern in the United States of pushing students, especially those who are already at a disadvantage, out of school, and into the criminal justice system. This research explored whether mentorship in the lives of these very students can affect the trajectory that these students take in life by moving toward a pedagogy of liberation that challenges the inequities and contradictions in the institution of education. Building from a model similar to CDF Freedom Schools, but targeting academic enrichment, Farrah and her colleague Hope developed the Sankofa Project at Yin Elementary School (YES). Embracing both the social-emotional and pedagogical aspects of CDF Freedom Schools, the Sankofa Project moved from a mission that sought to instill a love for reading to actually teaching children to read. This aspect was pivotally important to Farrah and Hope as they sought to dismantle the “cradle to prison pipeline,” the concept of funneling masses of people into marginalized lives, imprisonment, and often premature death. Farrah believed that all her predecessors had done “was spot on, but academic enrichment was a key to steering children away from the pipeline.” With the rebirth of a caste-like system in America, black and brown bodies are disproportionately locked behind bars, relegated permanent second-class status if declared a felon and an increasingly common trend toward annihilation at the hands of those of who are designated to serve and protect them.

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Beyond School-to-Prison Pipeline and Toward an Educational and Penal Realism

Cited by 44 publications

References 34 publications

Cross-Continental Exploration of Concerns, Opportunities, and Realities of Teacher Education

Cross-Continental Exploration of Concerns, Opportunities, and Realities of Teacher Education

Bearing Stigma, Carrying Gifts: What Colleges Can Learn from Students with Incarceration Experience

Exploring the Implications of Culturally Relevant Teaching: Toward a Pedagogy of Liberation

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