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OverviewFull Product DetailsAuthor: Gregory BrunoPublisher: Brill Imprint: Brill Volume: 1 Weight: 0.308kg ISBN: 9789004530676ISBN 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 ![]() We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsPreface 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 IndexReviewsAuthor InformationGregory 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. Tab Content 6Author Website:Countries AvailableAll regions |