In his cogent and groundbreaking book, From Slave Ship to Supermax, Patrick Elliot Alexander argues that the disciplinary logic and violence of slavery haunt depictions of the contemporary U.S. prison in late twentieth-century Black fiction. Alexander links representations of prison life in James Baldwin's novel If Beale Street Could Talk to his engagements with imprisoned intellectuals like George Jackson, who exposed historical continuities between slavery and mass incarceration. Likewise, Alexander reveals how Toni Morrison's Beloved was informed by Angela Y. Davis's jail writings on slavery-reminiscent practices in contemporary women's facilities. Alexander also examines recurring associations between slave ships and prisons in Charles Johnson's Middle Passage, and connects slavery's logic of racialized premature death to scenes of death row imprisonment in Ernest Gaines' A Lesson Before Dying. Alexander ultimately makes the case that contemporary Black novelists depict racial terror as a centuries-spanning social control practice that structured carceral life on slave ships and slave plantations-and that mass-produces prisoners and prisoner abuse in post-Civil Rights America. These authors expand free society's view of torment confronted and combated in the prison industrial complex, where discriminatory laws and the institutionalization of secrecy have reinstated slavery's system of dehumanization.

New thinking about the role of education in confined environments. As the work of Malcolm X, Angela Y. Davis, and others has made clear, education in prison has enabled people to rethink systems of oppression. Courses in reading and writing help incarcerated students feel a sense of community, examine the past and present, and imagine a better future. Yet incarcerated students often lack the resources, materials, information, and opportunity to pursue their coursework, and training is not always available for those who teach incarcerated students. This volume will aid both new and experienced instructors by providing strategies for developing courses, for creating supportive learning environments, and for presenting and publishing incarcerated students' scholarly and creative work. It also suggests approaches to self-care designed to help instructors sustain their work. Essays incorporate the perspectives of both incarcerated and non-incarcerated teachers and students, centering critical prison studies scholarship and abolitionist perspectives. This volume contains discussion of Mumia Abu-Jamal's Live from Death Row, Marita Bonner's The Purple Flower, Suzanne Collins's The Hunger Games, Mary Shelley's Frankenstein, and William Shakespeare's The Taming of the Shrew and Othello.

New thinking about the role of education in confined environments. As the work of Malcolm X, Angela Y. Davis, and others has made clear, education in prison has enabled people to rethink systems of oppression. Courses in reading and writing help incarcerated students feel a sense of community, examine the past and present, and imagine a better future. Yet incarcerated students often lack the resources, materials, information, and opportunity to pursue their coursework, and training is not always available for those who teach incarcerated students. This volume will aid both new and experienced instructors by providing strategies for developing courses, for creating supportive learning environments, and for presenting and publishing incarcerated students' scholarly and creative work. It also suggests approaches to self-care designed to help instructors sustain their work. Essays incorporate the perspectives of both incarcerated and non-incarcerated teachers and students, centering critical prison studies scholarship and abolitionist perspectives. This volume contains discussion of Mumia Abu-Jamal's Live from Death Row, Marita Bonner's The Purple Flower, Suzanne Collins's The Hunger Games, Mary Shelley's Frankenstein, and William Shakespeare's The Taming of the Shrew and Othello.