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Author:   Gregory Bruno
Publisher:   Brill
Imprint:   Brill
Volume:   1
Weight:   0.308kg
ISBN:  

9789004530676

ISBN 10:   9004530673
Pages:   164
Publication Date:   15 September 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Preface Acknowledgements 1 Asking Meaningful Questions: Introducing an Inquiry into Carceral Pedagogy  1 What This Books Seeks to Do  2 Methodology: An Inquiry Stance  3 Letting Theory Guide Inquiry: Bridging Paulo Freire and Ernst Bloch  4 How This Book Is Organized  5 Opening the Conversation 2 Tracing the History of Carceral Learning: A History and the Politics of Teaching in American Jails and Prisons  1 Theoretical Context: Foucault and Althusser  2 The Origins of Mass Incarceration in America  3 Correlative Trends in Incarceration and Education  4 Relationship to Incarceration and Literacy  5 A History of College in Jails and Prisons  6 Current Trends in Carceral Education  7 Conclusion 3 Ernst Bloch and Paulo Freire: Toward Meaning in College in Prison Programming  1 The Purpose of Outlining a Methodology  2 Theorizing Carceral Pedagogy  3 Paulo Freire  4 Ernst Bloch  5 Bridging Paulo Freire and Ernst Bloch  6 The Nature of “Not Yet” and “Ideological Becoming” in Carceral Learning  7 Conclusion 4 Cultivating Blochian Warmth in Carceral Pedagogy  1 A Brief Biography of Ernst Bloch  2 Warm Stream Practices in Higher Education  3 Not Yet: Ernst Bloch and Hope  4 Abstract and Concrete Utopias  5 Colder and Warmer Streams  6 Conclusion 5 Thinking Critically about Critical Pedagogy: Considering the Role of Freirean Thought in the Prison Classroom  1 Reconsidering the Influence of Paulo Freire  2 Principles of Freirean Thought  3 Freire’s Theology  4 A Critique of Critical Pedagogy for Incarcerated Learners  5 The Relationship between Paulo Freire and Ernst Bloch  6 Applying Paulo Freire in a Carceral Pedagogy and College in Prison Programming  7 Conclusion 6 Carceral Pedagogy and Making Meaning: Seeking Purpose in the Prison Classroom  1 Meaning-Making in College in Prison Programming  2 Meaning-Making and Meaning-Makers  3 Constructivist Psychology  4 Stream Theory, Critical Pedagogy, and Making Meaning  5 How Do We Implement Meaning-Making Practices in Carceral Pedagogy?  6 Conclusion 7 A Pedagogy of Meaning-Making for Incarcerated Writers: Literacy as a Meaning-Making Practice  1 Liberal Arts and Literacy Practice in College in Prison Programming  2 Teaching Writing  3 Stream Theory and Meaning-Making for Literacy Pedagogies  4 Toward a Meaningful Literacy Pedagogy for Incarcerated Students  5 Conclusion Index

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Author Information

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.

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