Pubdate: Mon, 16 Jan 2012
Source: Rethinking Schools (US)
Contact: http://www.rethinkingschools.org/about/letter.asp
Copyright: 2012 Rethinking Schools
Website: http://www.rethinkingschools.org
Details: http://www.mapinc.org/media/5313
Author: Aparna Lakshmi, Humanities Teacher, Boston Public Schools, And founding teacher at Boston Green Academy. 
Note: Student names have been changed. 

TEACHING THE PRISON INDUSTRIAL COMPLEX

"Harm comes from prior harm." As Deandra says this, I am sitting in 
the back of my classroom, taking notes. My students are sitting in a 
circle in the middle of the room, talking to each other about the 
questions on the board: "What is the purpose of prison? Do prisons 
work?" In front of them are annotated readings, lecture notes, and 
typed response papers. They seem to have forgotten that I am there.

Deandra and Lee are discussing what would happen if there were no 
prisons. Deandra has just finished telling the story of a boy who, 
fearful of his abusive father, suffocates a girl rather than get in 
trouble for having a guest over when he is not supposed to. In this 
case, who should be punished? The boy who is clearly old enough to 
know his actions are wrong? The father who has instilled such 
tremendous fear in his son?

If there were no prisons, how would human beings respond to harm like 
this? Deandra and Lee wrestle with what Deandra has raised: "Harm 
comes from prior harm." People harm others when they have been harmed 
themselves-by abuse, poverty, trauma-but prison does not address this 
prior harm. According to Deandra, it only adds a new layer of trauma 
to that individual, their family, and their community. As Roberto 
points out, "When you hurt a person, you hurt a bunch of people 
connected to that person." Therefore, prison not only harms inmates, 
but their families and communities as well. But what response to harm 
is fair to victim, perpetrator, and community? What can stop the cycle 
of violence?

Conversations like these happened roughly once a week last year in my 
senior humanities class. I was teaching in an alternative school in 
Boston Public Schools and working with students who had dropped out, 
transferred, or been expelled from their previous schools. Many of my 
students struggled with reading complex texts and had never learned 
how to make and defend an argument through their writing. I was 
determined that they would leave my class confident about their 
research, reading, and writing skills, and the proud possessors of a 
portfolio that demonstrated those skills. But I was worried about how 
to engage students when their school careers had been marked by 
serious academic challenges.

Therefore, I decided to begin the year with a Freirean exercise I had 
read about in an article by a former teacher at El Puente High School 
in Brooklyn, NY. On the first day of class, my students walked in to 
see a large "problem tree" drawn on the board. We spent the whole 
period filling in the leaves of the tree with the problems we saw in 
our local communities, nation, and world. After an hour, the leaves 
were filled with words like racism, probation system, rape, and 
standardized testing. I explained to students that we would spend the 
year studying something on this tree and that what we studied was up to them.

For the next two weeks, the students and I worked to choose one 
problem to study together. First, I gave them cards that represented 
each of the tree leaves. In pairs, they organized these problems into 
categories, and soon we had filled in the branches of our tree with 
broader topics: education, poverty, government, violence, and prison. 
To give students a glimpse of what the year would be like if we 
studied any of these topics, I taught a mini-lesson about each one. 
Next, students interviewed someone in their family or community about 
the most serious problem that person faced. Most talked about the 
economy or violence in the community.

Finally, the students voted to study the U.S. prison system. At the 
end of the year, during a feedback circle, Shanell said: "The best 
thing about this class was we got to choose what we wanted to learn 
about. I did the reading and wrote the papers because I was interested 
in this topic."

Relevance in the classroom is a tricky thing. We may deeply believe 
that what we teach is relevant to students' lives, but they often 
experience school as disconnected from their daily realities. The 
things that students do experience may be outside of our interests, 
expertise, or comfort zone. When I first started teaching in Boston, I 
couldn't have imagined spending a year studying the prison industrial 
complex. I needed to listen deeply to students' voices about what was 
relevant to their lived experience before I began to make connections 
between what I thought was important to study and what they thought 
mattered. High student interest in a theme they had chosen themselves 
allowed us to delve into historical content more deeply and 
facilitated engagement in the academic writing process.

'Neither Slavery nor Involuntary Servitude, Except as a Punishment for 
Crime . . .'

During the first half of the year, our class looked at the origins of 
today's skyrocketing incarceration rate. We began by looking at 
slavery and emancipation and closely analyzing the text of the 13th 
Amendment: "Neither slavery nor involuntary servitude, except as a 
punishment for crime whereof the party shall have been duly convicted, 
shall exist within the United States, or any place subject to their 
jurisdiction" (emphasis added). We investigated the Slave Codes and 
Black Codes, as well as the convict lease system and the county chain gang.

This historical context enabled students to engage with an excerpt 
from Angela Davis' Are Prisons Obsolete? Davis makes the argument that 
today's prison system is a reincarnation of slavery, and she calls for 
the abolition of prisons as necessary in order to truly bring about 
the final abolition of slavery.

Are Prisons Obsolete? is a dense text and one that challenges even 
highly skilled readers. Interest alone will not support students' 
understanding of a text that is well above their reading level, and 
many of my students struggled with even grade-level reading 
comprehension. Therefore, I modeled how to actively read a text using 
simple reading strategies: pre-reading, annotation, and rereading. As 
we read Davis' words aloud, we paused frequently to highlight 
questions such as "Are prisons racist institutions?" and "Is racism so 
deeply entrenched in the institution of the prison that it is not 
possible to eliminate one without eliminating the other?" (26). 
Students wrote notes in the margin when we read that both chattel 
slavery and the penitentiary "subordinated their subjects to the will 
of others" (27). Many students were shocked when they read that 
officials who enforced the Mississippi Black Codes often prescribed 
the convict lease system or county chain gang as punishment for the 
crime of "vagrancy"; the Black Codes "declared vagrant 'anyone who was 
guilty of theft, had run away [from a job], was drunk, was wanton in 
conduct or speech, had neglected job or family and . . . all other 
idle and disorderly persons'" (29).

When students were assigned to finish the excerpt for homework, I 
supported their reading by including vocabulary, background on Davis, 
and two questions to consider:

What is the connection between slavery and prison?

Who benefits from slavery? Who benefits from prison?

Over the year, I scaffolded access to a variety of texts. Students 
read memoirs (the autobiography of Assata Shakur), newspaper articles 
("A Mother's Day Plea for Justice" by Johnna Paradis), and comics (The 
Real Cost of Prisons Comix), as well as academic texts. I invited 
students to come after school every Monday to actively read that 
week's text, and many students would join me to do that week's reading 
together.

Over the course of the first half of the year, we explored a variety 
of topics: the legacy of slavery, prison economics, wealth inequality 
in the United States, the war on drugs, motives for incarceration, 
inmate rights, resistance movements, and alternatives to 
incarceration. Every week we explored two open-ended questions 
together. For example, when studying the war on drugs, we considered:

Are prisons racist institutions? If yes, how so? If not, why not?

From 1970 to 2010, the number of people incarcerated in the United 
States went from about 325,000 to more than 2 million. How and why did 
this happen?

The structure of each week reflected my philosophy that it is 
important for students to have a balance of receptive and expressive 
experiences. Receptive experiences included listening and reading, 
while expressive experiences included speaking and writing. For 
example, when we studied the war on drugs, students took notes on a 
lecture that included information on Nixon's declaration of war on 
drugs in 1971, Reagan's decision to fund this "war" with $1.7 billion, 
and the wave of legal changes that swept the country (including New 
York's Rockefeller Drug Laws, California's three strikes laws, and the 
increases in mandatory minimum sentences).

Then we played a game that helped students understand that race and 
class are key determinants in what happens when someone is arrested 
for drug use. Each student received an index card stating a 
defendant's race, class, occupation, drug possession charge, offense 
number (first, second or third), and whether the defendant had 
representation from a private lawyer or a public defender. Students 
stood in a straight line and listened to the statements I read out 
loud: "Take one step back if your defendant is represented by a 
private lawyer." "Take one step forward if your defendant is below the 
poverty line." The closer you were to the front of the room, the 
closer your defendant was to prison.

At the end, students were shocked. The game revealed that race and 
class were much stronger determinants in sentencing than the substance 
the defendant was using or selling. Students learned that African 
American, Native American, Latina/o, Southeast Asian, and poor and 
working-class communities are dramatically overrepresented in prison. 
In Rafael's words, it was "just crazy" to see that middle-class 
college students could use heroin and receive community service, but 
people with less privilege could receive a lengthy prison sentence for 
the same offense. Students linked the game to the reading they had 
done that week and noted that, according to "Prisoners of the War on 
Drugs," one of the comics in The Real Cost of Prisons, although 
African Americans are 13 percent of the U.S. population and 13 percent 
of drug users, they comprise "35 percent of drug arrests, 55 percent 
of drug convictions, [and] 74 percent of those sentenced to prison for drugs."

Moving Toward Research and Writing

At the beginning of every year, I survey students about their 
experiences with reading and writing. Based on their responses, I 
learned that many of my students had never learned how to craft an 
argumentative thesis, defend an argument in depth using cited sources, 
or create a bibliography. Some were used to handwriting all of their 
assignments. Walking into my class, they were shocked to hear that 
they had to write eight two-paged papers and a 10- to 12-paged 
researched thesis.

Writing is a creative act, an act of communication that can be both 
deeply personal and deeply public. I hoped that my students' 
engagement in the ideas we were discussing would result in a 
commitment to working on their writing about those ideas. However, as 
with reading, high student interest is not a guarantor of clear and 
thoughtful writing, nor is it a substitute for direct and explicit 
writing instruction or structures such as writers' workshops, teacher 
and peer feedback, and public forums to exhibit work.

To scaffold students' research and writing skills, the requirements 
for writing a paper progressed from simple responses to more 
structured response papers. Students began the year by choosing 
quotations to respond to and freewriting their responses. Once 
students had chosen three quotations and briefly written about them, I 
asked them to craft three arguments-each based on the evidence 
(quotation) from the text they had selected. We used the metaphor of a 
detective who makes an argument about what occurred based on the 
evidence that she finds. This metaphor helped my students make 
arguments, which we defined as debatable, defendable statements that 
are not facts and not opinions, but assertions that can be proven 
using evidence and analysis. The structure of argument, evidence, and 
analysis helped students craft well-organized paragraphs that 
communicated something meaningful to their readers.

For example, here is a paragraph from one of Crystal's early papers 
responding to Are Prisons Obsolete?

Prisoners back then were not treated like they were human beings. "The 
prisoners ate and slept on bare ground, without blankets or 
mattresses, and often without clothes" (33). Although they were in 
jail they were not provided the proper shelter. They also would get 
whipped if they would try to run away. If these examples don't scream 
out slavery then I don't know what does. Slavery was abolished but the 
prisoners were still being treated as if they were slaves. I think 
that it was unfair that the prison guards got to break the law when it 
comes down to prisoners.

Once students had mastered finding evidence and making an argument 
based on that evidence, I gradually pushed them to start proving their 
arguments. For each paper students wrote, I gave them extensive 
feedback on the strength of their arguments ("This is a fact, not an 
argument"), the strength of their evidence ("Why did you choose this 
quotation? I don't see how it helps prove your assertion"), and the 
strength of their analysis ("This is very convincing writing. The 
examples you use really work to prove your point"). After writing 
eight short papers in the first term, most students were able to write 
a cohesive, well-structured short response paper. Most importantly, 
they were able to make an argument in their writing and defend that 
argument through evidence and analysis. They were now ready to tackle 
the challenge of researching and writing a thesis.

I gave the students a list of 40 topics that connected in some way to 
the U.S. criminal justice system, and they brainstormed more on their 
own. We took a trip to the Copley branch of the Boston Public Library, 
where students were able to see which topics they had chosen had the 
strongest sources available. Some of their final topics included U.S. 
practices of extraordinary rendition, the constitutionality of the 
death penalty, responses to drug trafficking, and the experiences of 
women in prison. After choosing a final topic and selecting six 
sources, students began actively reading their sources in preparation 
for their thesis. They typed 25 quotations from their sources to build 
a body of evidence for their paper and organized their arguments and 
evidence into an outline.

When students were ready to construct their thesis statements, I 
invited guest teachers into the classroom for a writing workshop so 
that each student was able to spend 20 minutes with a teacher 
developing a strong, clear thesis statement. By then the students had 
had significant experience in crafting arguments, so they were able to 
construct strong thesis statements by developing and refining the 
larger argument they wanted to make in their papers based on the 
smaller, more specific arguments they were making in each section. 
Examples of students' thesis statements included:

Prison harms women, manipulates them, and makes them less healthy.

In theory, the Stanford Prison Experiment was ethical, but the real 
things that happened during the experiment were unethical.

The U.S. government targeted Puerto Rican independence movements with 
surveillance and violence because the government sees the movement as 
a threat to U.S. colonialism.

After five weeks of outlining, drafting, revising, and editing, 
students turned in their final papers and exhibited them in small peer 
review circles that were observed by other students as well as outside 
teachers and guests.

Here is an excerpt from Crystal's thesis, comparing prison labor in 
the 19th-century Deep South and prison labor in U.S. prisons today:

Between the late 1800s and the early 1900s, prison labor was used as a 
replacement for slavery. Prisoners worked on state-operated chain 
gangs, and they were also leased to private companies and plantations. 
Under this new convict lease system, "Blacks suffered far more than 
whites, who rarely left the penitentiary walls. In 1882, for example, 
126 of 735 black state convicts perished, as opposed to 2 of 83 
whites" (Oshinsky 46). "The leasing act was designed for black, not 
white convicts" (Oshinsky 41). This act was designed to keep blacks 
enslaved even though slavery was abolished. The prison system back 
then was a racialized system, just as slavery had been. The white men 
in the prisons rarely left the prison, so they never had to do the 
type of labor that the African Americans were doing.

It is clear from these two excerpts of her writing that Crystal grew 
significantly over the course of the year in her ability to make an 
argument, use evidence, and analyze her evidence to prove her 
assertions. When I spoke with her on the day she turned her thesis in, 
she couldn't quite believe she had written it.

At the end of the year, most students agreed that researching and 
writing the thesis was their most rewarding experience in the class, 
and all of them felt a keen sense of accomplishment. For me, the most 
powerful moment of the year came during one of the peer review circles.

Five students and I were sitting around a table in the middle of the 
classroom, while other students and guests watched from an outer 
circle. Each of the five had written a paper about the experiences of 
incarcerated women or incarcerated parents. Some had chosen to focus 
on the perspective of the incarcerated adults ("Moms in Orange 
Jumpsuits"), while others had chosen to focus on the perspectives of 
children whose parents are incarcerated ("One Child at a Time"). 
Shauntae was speaking about the experiences of these children, and her 
sources included Children with Parents in Prison, edited by Cynthia 
Seymour and Creasie Finney Hairston; "Prisoners of a Hard Life," one 
of the comics in The Real Cost of Prisons; and Tenacious, a 
publication by women in prison for women. Shauntae explained that 
children of incarcerated parents "may have lower levels of self-esteem 
and [may] be more likely to believe what others say about them and 
their parents. They are also more likely to live with a nonparent 
caregiver and are therefore at higher risk for abuse or neglect." She 
suggested possible solutions for the care and well-being of these 
children, proposing increased contact between incarcerated parents and 
their children, as well as increased contact between these parents and 
the adults in their children's lives, such as teachers, caregivers, 
and social workers.

Finally, Shauntae shared that she herself had experienced the 
incarceration of a parent: "From my personal experience, having an 
incarcerated parent . . . has not been easy, and while [my father] was 
gone I have never seen such change in my little brother and myself. . 
. . However, I do know that if we had gotten the help and support we 
needed, it would have been much easier than what it was for all of us 
during that time."

I was moved that she felt comfortable enough to share this very 
personal experience in the context of our classroom, and I was even 
more moved that the process of writing something for school had served 
as an opportunity to process and respond to her own experience. 
Moments like these taught me that studying the prison industrial 
complex was valuable for students on a personal, political, and 
academic level. The class offered students the opportunity to move 
beyond pathologizing their own lives, families, and communities by 
helping them put their experiences in a broader social context-an 
experience that was deeply strengthening for both the students and myself.

Resources

Ahrens, Lois, ed. The Real Cost of Prisons Comix. Oakland, Calif.: PM 
Press, 2008.

Davis, Angela. Are Prisons Obsolete? New York: Seven Stories Press, 2003.

Hampton, Henry, dir. "A Nation of Law?" in Eyes on the Prize video 
documentary, Public Broadcasting System, 1987.

Gordon, Ruth. Golden Gulag: Prisons, Surplus, Crisis, and Opposition 
in Globalizing California. University of California Press, 2007.

James, Joy, ed. The New Abolitionists: (Neo)Slave Narratives and 
Contemporary Prison Writings. New York: SUNY Press, 2005.

Paradis, Johnna. "A Mother's Day Plea for Justice," The Norwalk Hour, 
Nov. 28, 2010. raisetheagect.org/paradis.html.

Shakur, Assata. Assata: An Autobiography. Chicago: Lawrence Hill Books, 1987.
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MAP posted-by: Richard R Smith Jr.