Sabina E. Vaught – författare

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 states 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.

Demonstrates how ingrained ideas of race created and sustain the achievement gap in U.S. schools.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.

Considers colonial school–prison systems in relation to the self-determination of Native communities, nations, and peoplesThe 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.