Photo by Marten Bjork on Unsplash Reforming Carceral Education
"You must understand, my dear: On the stroke of twelve, the spell will be broken and everything will be as it was before" Audrea Dakho, M.S. in Criminology & Criminal Justice (UM-Dearborn '20) Criminal justice has often been described as a pendulum; the back-and-forth swing, teetering between humanistic-centered approaches of rehabilitation to zero tolerance styles of punitive punishment. Recently, proponents of criminal justice reform have gained tremendous momentum with numerous legislative decisions aimed at combating the ghastly beast of we currently refer to as the "Prison Industrial Complex." Advocates of reform have gnashed through the barbed wires of draconian intolerance in the form of "Clean Slate" packages, removal of “check the box” criminal history exclusions, and even decriminalization of marijuana. One of the most stunning consequences of this enthusiastic and unapologetic movement has been the reinstatement of Pell Grant eligibility to currently incarcerated individuals. In 1994, current President and then-senator Joe Biden authored the catastrophic Violent Crime Control and Law Enforcement Act, which ultimately cast a lethal blow to any incarcerated individual hoping to obtain a college degree. Nearly twenty-six years after this bill was signed into law by then-president Bill Clinton, congress passed legislation allowing for the reinstatement of Pell Grants to currently incarcerated hopefuls after promising results from the Second Chance Pell Grant Pilot Study in 2015. Although this is a significant feat in the eyes of many who push for restoring human dignity and compassion to those tucked away in federal and state correctional facilities, we must remember, as unfortunate as it may be, that we are simply bidding time until the next wave of merciless and capricious punishments geared at marginalized populations regain their hold. In order to escape this cycle, we need to take a serious look at how education is currently being offered in carceral spaces. Because of the Pell pilot initiative, many colleges and universities were given the opportunity to explore the dire needs of those currently incarcerated. Although there are a multitude of complications that bar students from success--like arbitrary admissions requirements, accessibility, the constant restructuring of course content tailored to adult-style learners, and the dire need for flexibility--much can be done to improve these hardships. To begin, expanding Pell Grant access beyond those who are five years or less from their release dates could cause an entire shift in the entire ecosystem inside of prison walls. Were more incarcerated individuals afforded the opportunity to pursue a higher education, they could influence the culture within the prison and even serve as tutors to those incoming students or, frankly, anyone incarcerated aspiring to expand their intellectual capabilities. Even more, introducing more tenured and seasoned professors within carceral spaces instead of a heavy reliance on often underpaid and overworked lecturers and graduate students would not only expand the comprehension of the students, but also diversify the perceptions of these professors on how to more effectively teach complex material. Unfortunately, none of this can comfortably take place without involvement from all stakeholders, including the Department of Corrections (DOC). Because of the finicky and obscure protocols of DOCs, many colleges and universities are left to the whim of a colossal machine who ultimately slaps the label of “security threat” as a justification for denying various aspects of these postsecondary programs. Animosity from correctional staff adds to the difficulties of the process--sometimes professors are not even allowed into the facility to teach for the day. Most faculty do not dare speak out against the inconsistent and erratic protocols that seemingly change from hour to hour out of fear that any complaint may damage--or even shut down--a program. Building honest bridges between correctional facilities and colleges and universities must also include those incarcerated students. These programs cannot run smoothly if there is no trust between the three. Most importantly, however, is the need for comprehensive re-entry services upon release. Recidivism rates seem to be valued above all else when it comes to assessing the efficacy of a given correctional program. Wrap-around services to see individuals through upon reentering society could safeguard against critics who believe postsecondary education does little to assist those who will one day return to society. With over 1.5 million individuals incarcerated within state and federal correctional facilities, there is a drastic need to reexamine what is and is not working. Higher education in prison cannot exist in a vacuum, but instead must be looked at in a holistic fashion to understand how these issues are not unrelated, singular events. Addressing the gargantuan challenges of systemic racism, classism, and capitalism are at the forefront of criminal justice reform. If we do not address the larger issues at hand, we are ultimately only slapping a band-aid on a stab wound and hoping for the best. We do not have much time before the pendulum swings, the clock strikes twelve, and the infection of moral panic catapults us back to tough on crime policies that strip away human decency. Improvements must be made now in order to assure that postsecondary education in prison remains wholly intact for the long haul. The time to act is now. References: 1. Acaroglu, L. (2016, August 2). Problem Solving Desperately Needs Systems Thinking. Retrieved from https://medium.com/disruptive-design/problem-solving-desperately needs-systems-thinking-607d34e4fc80 2. Harris, J. (1994). 1032. Sentencing Enhancement-"Three Strikes" Law. Retrieved from https://www.justice.gov/jm/criminal-resource-manual-1032-sentencing-enhancement three-strikes-law 3. Sawyer, W., & Wagner, P. (2020, March 24). Mass incarceration: The whole pie 2020. Retrieved from https://www.prisonpolicy.org/reports/pie2020.html Stuntz, W. J. (2013). The collapse of American criminal justice. Cambridge: The Belknap Press of Harvard University Press. 4. United States Department of Education. Federal Pell Grants. (2019, July 01). Retrieved from https://studentaid.ed.gov/sa/types/grants-scholarships/pell
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