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Considers colonial school-prison systems in relation to the
self-determination of Native communities, nations, and peoples The
School-Prison Trust describes interrelated histories, ongoing
ideologies, and contemporary expressions of what the authors call
the "school-prison trust": a conquest strategy encompassing the
boarding school and juvenile prison models, and deployed in the
long war against Native peoples. At its heart, the book is a
constellation of stories of Indigenous self-determination in the
face of this ongoing conquest. Following the stories of an
incarcerated young man named Jakes, the authors consider features
of school-prison relations for young Native people to ask urgent
questions about Indigenous sovereignty, conquest, survivance, and
refusal.
The racial achievement gap in U.S. education is a pervasive and
consistent problem, an unavoidable fact of public schooling in this
country. Because This Is Not for Us is a multi-site critical race
ethnography of policy and institutional relationships in an large
urban West Coast school district, focused on the practices that
created and sustain the achievement gap in that district s schools.
In this daring and provocative work, author Sabina Elena Vaught
examines how this gap, and the policies and practices that sustain
it, is produced and reproduced by structures of racism and race
attitudes operative in education. She interweaves numerous
interviews with and observations of teachers, principals, students,
school board members, community leaders, and others to describe the
complex arrangement of racial power in schooling, and concludes
that the institutional relationships that create and support policy
practices ensure the continued undereducation of Black and Brown
youth.
“This is an American story, unsettled by contradictions,
constituted by unresolvable loss and open-ended hope, produced
through brutal exclusivities and persistent insurgencies. This is
the story of Lincoln prison.” In her Introduction, Sabina E.
Vaught passionately details why the subject of prisons and prison
schooling is so important. An unprecedented institutional
ethnography of race and gender power in one state’s juvenile
prison school system, Compulsory will have major implications for
public education everywhere. Vaught argues that through its
educational apparatus, the state disproportionately removes young
Black men from their homes and subjects them to the abuses of
captivity. She explores the various legal and ideological forces
shaping juvenile prison and prison schooling, and examines how
these forces are mechanized across multiple state apparatuses, not
least school. Drawing richly on ethnographic data, she tells
stories that map the repression of rightless, incarcerated youth,
whose state captivity is the contemporary expression of age-old
practices of child removal and counterinsurgency. Through a
theoretically rigorous analysis of the daily experiences of
prisoners, teachers, state officials, mothers, and more, Compulsory
provides vital insight into the broad compulsory systems of
schooling—both Inside prison and in the world Outside—asking
readers to reconsider conventional understandings of the role,
purpose, and value of state schooling today.
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