Joe Lockard – författare

In a time of increasing mass incarceration, US prisons and jails are becoming a major source of literary production. Prisoners write for themselves, fellow prisoners, family members, and teachers. However, too few write for college credit. In the dearth of well-organized higher education in US prisons, noncredit programs established by colleges and universities have served as a leading means of informal learning in these settings. Thousands of teachers have entered prisons, many teaching writing or relying on writing practices when teaching other subjects. Yet these teachers have few pedagogical resources. This groundbreaking collection of essays provides such a resource and establishes a framework upon which to develop prison writing programs.Prison Pedagogies does not champion any one prescriptive approach to writing education but instead recognizes a wide range of possibilities. Essay subjects include working-class consciousness and prison education; community and literature writing at different security levels in prisons; organized writing classes in jails and juvenile halls; cultural resistance through writing education; prison newspapers and writing archives as pedagogical resources; dialogical approaches to teaching prison writing classes; and more. The contributors within this volume share a belief that writing represents a form of intellectual and expressive self-development in prison, one whose pursuit has transformative potential.

In a time of increasing mass incarceration, US prisons and jails are becoming a major source of literary production. Prisoners write for themselves, fellow prisoners, family members, and teachers. However, too few write for college credit. In the dearth of well-organized higher education in US prisons, noncredit programs established by colleges and universities have served as a leading means of informal learning in these settings. Thousands of teachers have entered prisons, many teaching writing or relying on writing practices when teaching other subjects. Yet these teachers have few pedagogical resources. This groundbreaking collection of essays provides such a resource and establishes a framework upon which to develop prison writing programs.Prison Pedagogies does not champion any one prescriptive approach to writing education but instead recognizes a wide range of possibilities. Essay subjects include working-class consciousness and prison education; community and literature writing at different security levels in prisons; organized writing classes in jails and juvenile halls; cultural resistance through writing education; prison newspapers and writing archives as pedagogical resources; dialogical approaches to teaching prison writing classes; and more. The contributors within this volume share a belief that writing represents a form of intellectual and expressive self-development in prison, one whose pursuit has transformative potential.

How did witnesses of slavery relate their experiences and what effect did their reports have? This book examines travel accounts, fictions, poetry, and legal texts to analyze direct and indirect encounters with slavery in the antebellum United States. It discusses the rhetorical politics of British and American, and black and white, observations of slavery. The discussion raises critical questions about the role of witness and its link with political action, both in antebellum and contemporary America.

How did witnesses of slavery relate their experiences and what effect did their reports have? This book examines travel accounts, fictions, poetry, and legal texts to analyze direct and indirect encounters with slavery in the antebellum United States. It discusses the rhetorical politics of British and American, and black and white, observations of slavery. The discussion raises critical questions about the role of witness and its link with political action, both in antebellum and contemporary America.

Louis Owens: Writing Land and Legacy explores the wide-ranging oeuvre of this seminal author, examining Owens's work and his importance in literature and Native studies. Of Choctaw, Cherokee, and Irish American descent, Owens's work includes mysteries, novels, literary scholarship, and autobiographical essays. Louis Owens offers a critical introduction and thirteen essays arranged into three sections: "Owens and the World," "Owens and California," and "The Novels." The essays present an excellent assessment of Owens's literary legacy, noting his contributions to American literature, ethnic literature, and Native American literature and highlighting his contributions to a variety of theories and genres. The collection concludes with a coda of personal poetic reflections on Owens by Diane Glancy and Kimberly Blaeser. Libraries, students, scholars, and the general public interested in Native American literature and the landscape of contemporary US literature will welcome this reflective volume that analyzes a vast range of Louis Owens's imaginative fictions, personal accounts, and critical work.

The Iraq war has produced profound changes within the United States, changes manifested by popular discontent with the war. On one hand, U.S. culture finds its own ideological reflection in the Iraq war; on the other hand, U.S. media repeatedly critique the social and political forces that produce the war. These multiple and contradictory assessments have been characterized by intensified imagery and narratives, an escalation that is in part a function of the new communications technologies used to generate them. This book examines the images and stories emerging from the Iraq war, from video games that retell its battles, the representations of Arab people in American film history, and U.S. war documentaries, to parody and memoir and photographs from Abu Ghraib.

Renewal of higher-education programs in US prisons creates a need for science education. This is the first book to address STEM education in prisons in the United States. It calls on activist science teachers to develop innovative ways to teach in challenging carceral settings.Over the last fifty years, science education and prison education have moved in different directions, one expanding and the other contracting. This book brings these educational endeavors into cooperative engagement. Democratic citizenship opens opportunities for all people, irrespective of civil status, to study science. The book presents student narratives and case studies emphasizing the achievements of STEM education behind prison walls. STEM education equity can help address the deep social inequities that mass incarceration creates and magnifies.Contributors are: Cassandra Barrett, Andrew Bell, George Bogner, Adrian Borealis, Drew Bush, Kelli Bush, Sandy Chang, Kelle Dhein, Amalia Handler, Steven Hart, Steven Henderson, Tiffany Hensley-McBain, Paul Kazelis, Joe Lockard, Edward Mei, Tsafrir Mor, Rob Scott, Laura Taylor, Joslyn Rose Trivett and Emily Webb.