This timely, readable text offers an authoritative and balanced analysis of how racially driven policies in America impact post release education as a leading pathway to social reintegration. Compelling research findings from an assemblage of college faculty, seasoned administrators, and criminal justice professionals are interwoven with first-person narratives from formerly incarcerated individuals. This book takes full advantage of its interdisciplinary mixture of voices and positionality to build its argument upon a three-part framework from Critical Race Theory (CRT). It convincingly utilizes the tools of academic research, counterstories, and counterspaces to make a persuasive case that the intersection of race, the criminal justice system, and education represent one of the greatest civil rights issues of our time. Part 1, "Context, Critical Race Theory and College Re-Entry," explores the historical and current dynamics of these uniquely American intersections while linking Critical Race Theory with the field of re-entry and offering serious analysis of post incarceration and education initiatives. Interest convergence, white privilege, and writing from returning citizens as a way of "coming to voice" are also explored in this section. Part 2, "Counterstories," offers case, comparative case, and phenomenological studies that include embedded quotations with first-person narratives contributed from formerly incarcerated students and graduates. This section also includes an honest and gripping analytic auto-ethnography from the book's co-editor who readily reveals his experiences as both a faculty member and formerly incarcerated individual. Other highlighted topics include the issues of stigma, overcoming obstacles in the classroom, and the unique problems for returning citizens when acclimating to college culture. Combining qualitative research and descriptions of successful programs Part 3,"Counterspaces," explores the dynamics of creating places within programs and classrooms that support physical, emotional, spiritual, and intellectual engagement for and with the formerly incarcerated through learner-centered, culturally sensitive, and racially explicit pedagogy. This book is designed to be a most welcome addition to any serious academic discussion focusing upon institutionalized racism and education's use as a tool in reversing the mass incarceration of people of color in America.

While in no way supporting the systemic injustices and disparities of mass incarceration, Gifts from the Dark: Learning from the Incarceration Experience argues that we have much to learn from those who have been and are in prison. Schwartz and Chaney profile the contributions of literary giants, social activists, entrepreneurs, and other talented individuals who, despite the disorienting dilemma of incarceration, are models of adult transformative learning that positively impact the world. The authors interweave narratives with both qualitative and quantitative research references to analyze the role of solitude, writing, non-verbal communication; race and gender; physical exercise; education; technology; family and parenting; and the need to "give back" that precipitate transformative learning. The prison cell becomes a counterspace of metamorphosis. In focusing upon how men and women have chosen the worst moments of their lives as a baseline not to define, but to refine themselves, Gifts from the Dark promises to forever alter the limited mindset of incarceration as a solely one-dimensional, deficit event.

Joni and Rebecca Schwartz in their collaborative autoethnography, Learning to Disclose: A Journey of Transracial Adoption, are doing soul work. This adult white mother and black daughter reflect and dialogue around the places and histories that shaped their relationship. Through three voices: the voice of critical history, the daughter and the mother, the co-authors excavate the past to see if and how it lives in their present. In an intriguing mix of critical history of places like Port-au-Prince, Haiti and Gulu, Uganda as well as lesser-known narratives of W.E.B. Dubois, Jean-Bertrand Aristide, and Shirley Chisholm, the co-authors tell their own personal and moving stories of becoming mother and daughter engaging such topics as racial identity, disclosure, racial appropriation, colonialism, and the complex history of transracial adoption. For anyone interested in racial identity in the complex world of blended families and adult mother and daughter relationships, this is a must read. This book is ideal for all humanities and social science courses across disciplines from sociology, education, qualitative research, and social work to race and communication studies. In this era of strained and confusing racial dialogue, this book is refreshing in its honesty, moving in its personal narratives, and instructive in its engagement in how the historical lives in the social imagination of our present lives and relationships.

Joni and Rebecca Schwartz in their collaborative autoethnography, Learning to Disclose: A Journey of Transracial Adoption, are doing soul work. This adult white mother and black daughter reflect and dialogue around the places and histories that shaped their relationship. Through three voices: the voice of critical history, the daughter and the mother, the co-authors excavate the past to see if and how it lives in their present. In an intriguing mix of critical history of places like Port-au-Prince, Haiti and Gulu, Uganda as well as lesser-known narratives of W.E.B. Dubois, Jean-Bertrand Aristide, and Shirley Chisholm, the co-authors tell their own personal and moving stories of becoming mother and daughter engaging such topics as racial identity, disclosure, racial appropriation, colonialism, and the complex history of transracial adoption. For anyone interested in racial identity in the complex world of blended families and adult mother and daughter relationships, this is a must read. This book is ideal for all humanities and social science courses across disciplines from sociology, education, qualitative research, and social work to race and communication studies. In this era of strained and confusing racial dialogue, this book is refreshing in its honesty, moving in its personal narratives, and instructive in its engagement in how the historical lives in the social imagination of our present lives and relationships.

While in no way supporting the systemic injustices and disparities of mass incarceration, Gifts from the Dark: Learning from the Incarceration Experience argues that we have much to learn from those who have been and are in prison. Schwartz and Chaney profile the contributions of literary giants, social activists, entrepreneurs, and other talented individuals who, despite the disorienting dilemma of incarceration, are models of adult transformative learning that positively impact the world. The authors interweave narratives with both qualitative and quantitative research references to analyze the role of solitude, writing, non-verbal communication; race and gender; physical exercise; education; technology; family and parenting; and the need to "give back" that precipitate transformative learning. The prison cell becomes a counterspace of metamorphosis. In focusing upon how men and women have chosen the worst moments of their lives as a baseline not to define, but to refine themselves, Gifts from the Dark promises to forever alter the limited mindset of incarceration as a solely one-dimensional, deficit event.

This timely, readable text offers an authoritative and balanced analysis of how racially driven policies in America impact post release education as a leading pathway to social reintegration. Compelling research findings from an assemblage of college faculty, seasoned administrators, and criminal justice professionals are interwoven with first-person narratives from formerly incarcerated individuals. This book takes full advantage of its interdisciplinary mixture of voices and positionality to build its argument upon a three-part framework from Critical Race Theory (CRT). It convincingly utilizes the tools of academic research, counterstories, and counterspaces to make a persuasive case that the intersection of race, the criminal justice system, and education represent one of the greatest civil rights issues of our time. Part 1, “Context, Critical Race Theory and College Re-Entry,” explores the historical and current dynamics of these uniquely American intersections while linking Critical Race Theory with the field of re-entry and offering serious analysis of post incarceration and education initiatives. Interest convergence, white privilege, and writing from returning citizens as a way of “coming to voice” are also explored in this section. Part 2, “Counterstories,” offers case, comparative case, and phenomenological studies that include embedded quotations with first-person narratives contributed from formerly incarcerated students and graduates. This section also includes an honest and gripping analytic auto-ethnography from the book’s co-editor who readily reveals his experiences as both a faculty member and formerly incarcerated individual. Other highlighted topics include the issues of stigma, overcoming obstacles in the classroom, and the unique problems for returning citizens when acclimating to college culture. Combining qualitative research and descriptions of successful programs Part 3,“Counterspaces,” explores the dynamics of creating places within programs and classrooms that support physical, emotional, spiritual, and intellectual engagement for and with the formerly incarcerated through learner-centered, culturally sensitive, and racially explicit pedagogy. This book is designed to be a most welcome addition to any serious academic discussion focusing upon institutionalized racism and education’s use as a tool in reversing the mass incarceration of people of color in America.