Theory and Practice for Literacy in the Prison Classroom: An Inquiry Approach for Students and Educators

Author:   Gregory Bruno
Publisher:   Brill
Volume:   1
ISBN:  

9789004530676


Pages:   164
Publication Date:   15 September 2022
Format:   Paperback
Availability:   Available To Order   Availability explained
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Theory and Practice for Literacy in the Prison Classroom: An Inquiry Approach for Students and Educators


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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   Availability explained
We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately.

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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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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