Little research or curriculum design has been done for the purpose
of improving juvenile postsecondary correctional education and
limiting recidivism rates of students in the juvenile justice
system. Using short fictive narratives and poetry by currently and
formerly incarcerated juveniles, Critical Pedagogical Narratives of
Long-Term Incarcerated Juveniles: Humanizing the Dehumanized
provides an in-depth look at influences that affect their
trajectory on the School to Prison Pipeline, and how their
experiences interrelate with their educational experience. Gregory
Barraza takes a critical look at the absence of one of the most
important elements to juvenile justice education often gets
overlooked: humanization of the dehumanized. So often, students on
the school to prison pipeline and in juvenile justice education
fall into the most marginalized sector of education. They are
frequently overlooked regarding mental health services and academic
services. This book shows that our justice impacted juveniles have
a voice and have needs that go overlooked. The students' voice
gives insight on the students' life experience and how that
experience led them to correctional education. Once we know their
"voice" we can give them the necessary educational path that deters
from recidivism and a "doing life one day at a time."
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