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This is one of a series of reports that look at the results of the National Adult Literacy Survey. This report provides an in-depth look at the literacy skills of prisoners incarcerated in state and federal prisons. Contents: -Executive Summary Chapter 1: Overview Chapter 2: The Prose, Document, and Quantitative Literacy Skills of America's Prisoners Chapter 3: Experiences Before Prison Chapter 4: Experiences Unique to Prison Life Chapter 5: Recidivism and Literacy Chapter 6: Comparing Literacy Practices and Self-Perceptions of the Prison and Household Populations.
Literacy behind Bars: Successful Reading and Writing Strategies for Use with Incarcerated Youth and Adults is a practical resource for teachers, librarians, administrators, and community stakeholders who work with incarcerated youth and adults. The book includes examples of authentic literacy practices that have been successfully used with those incarcerated around the nation. These include: creating graphic novels, book clubs, writing about gang life, reading buddies, urban literature developing a writing workshop establishing a school library
This volume examines the nuance and complexity of teaching for greater social justice under surveillance and constraint. It presents an inquiry-based methodology for designing and implementing meaningful teaching and learning in literacy courses offered in American jails and prisons.
Incarcerated bodies, liberated minds: a narrative of literacy education behind bars. Words No Bars Can Hold provides a rare glimpse into literacy learning under the most dehumanizing conditions. Deborah Appleman chronicles her work teaching college- level classes at a high- security prison for men, most of whom are serving life sentences. Through narrative, poetry, memoir, and fiction, the students in Appleman’s classes attempt to write themselves back into a society that has erased their lived histories. The students’ work, through which they probe and develop their identities as readers and writers, illuminates the transformative power of literacy. Appleman argues for the importance of educating the incarcerated, and explores ways to interrupt the increasingly common journey from urban schools to our nation’s prisons. From the sobering endpoint of what scholars have called the “school to prison pipeline,” she draws insight from the narratives and experiences of those who have traveled it.
America's two million incarcerated men, women, and youth live in a hidden, isolated world filled with depression, anxiety, hostility, and violence. But the nation's soaring prison population has not been forgotten by a dedicated network of visual artists, writers, poets, dancers, musicians, and actors who teach the arts in correctional settings. This anthology compiles the narratives of several accomplished arts-in-corrections teachers who share their personal experiences, philosophies, and bittersweet anecdotes, as well as practical advice, survival skills, and program evaluation guidelines. Teaching the Arts Behind Bars is an invaluable tool for artists, program administrators, and corrections professionals, and a testament to the power of creative expression in promoting communication, positive social interaction, inner healing, and self-esteem.
Education is basically the SOUL of a community that is shared and passed from one generation to another. If someone is going down the wrong path it is education that will and should turn them around. In her book "Education for the SOUL Behind the Prison Walls", the Hon. D. Neletha Butterfield, M.B.E., J.P. highlights herstory, involvement, encouragement, teachings and experience in educating the inmates of the correctional facilities in Bermuda - The Senior Training School, The Female Prison (now Co-Ed Correctional Facility, Prison Farm and Casemates Prison (now Westgate Correctional Facility) from computer studies to African education studies and from mathematics and reading to the G.E.D. programme (high school diploma). She ventured on this prison educational journey in 1984 on the request of Mr. Edwin C. Wilson, first Educational Officer with Her Majesty's Prison, as well as a former Commissioner of Prisons. Mr. Wilson in his wisdom contacted her and asked if she can assist in teaching at the prison facilities with her G.E.D. and computer programmes. She accepted and taught for approximately 20 years successfully assisting one hundred and fifty inmates in receiving their GED (high school diplomas) and over three hundred inmates in receiving basic educational skills and computer training. As the founder of the General Education Development (GED) programme, the computer programme and the African studies programme in the correctional facilities, in 1985 Butterfield held the first graduation ceremony in the prisons and through her vision, the educational programmes and graduation ceremony continues to flourish today.In this book you will read appreciation messages, poems and letters from inmates, graduation programmes, letters of congratulations and thanks from the legislature and the community, newspaper articles and more on her role as the co-founder of Prison Fellowship, Chairman of the Treatment of Offenders Board and her account of an instructors' day in the prison. She currently volunteers her educational services as she believes giving back is the key to her success behind the prison walls."Prison itself is a tremendous education in the need for patience and perseverance. It is above all a test of one's commitment." ― Nelson Mandela