Little research or curriculum design has been done for the purpose of improving juvenile postsecondary correctional education and limiting recidivism rates of students in the juvenile justice system. Using short fictive narratives and poetry by currently and formerly incarcerated juveniles, Critical Pedagogical Narratives of Long-Term Incarcerated Juveniles: Humanizing the Dehumanized provides an in-depth look at influences that affect their trajectory on the School to Prison Pipeline, and how their experiences interrelate with their educational experience. Gregory Barraza takes a critical look at the absence of one of the most important elements to juvenile justice education often gets overlooked: humanization of the dehumanized. So often, students on the school to prison pipeline and in juvenile justice education fall into the most marginalized sector of education. They are frequently overlooked regarding mental health services and academic services. This book shows that our justice impacted juveniles have a voice and have needs that go overlooked. The students' voice gives insight on the students' life experience and how that experience led them to correctional education. Once we know their "voice" we can give them the necessary educational path that deters from recidivism and a "doing life one day at a time."
Gregory Barraza is teacher, professor, and administrator in alternative and correctional education.
A sobering and powerful exploration of the life experiences among incarcerated youth through deeply moving and personal artistic narratives. Barazza boldy calls out the injustices and inequalities inherent in the school to prison pipeline, while also confronting the flawed correctional education system. Essential reading for educators, administrators, or anyone who is concerned about the dehumanization of voiceless and marginalized incarcerated youth of color. --Stephanie Paramore Jones Arrests and residential confinement of juveniles dropped by more than half between the mid-1990s and the present, but the US still leads the world in incarcerating youth under age 18. A common model used in the juvenile justice field is the school-to-prison pipeline, which observes that a disproportionate number of young people from disadvantaged backgrounds become incarcerated due to harsh disciplinary policies in schools. Barraza addresses this head on by reporting on his work with incarcerated juveniles. After listening to their life stories and encouraging these youth to write about their experiences, his conclusions about how they become disengaged and disenchanted with school because of how they are treated by authority figures and the many traumatic circumstances they face in life are especially significant. Using a critical pedagogical method in combination with an arts-based research method, Barraza gives voice to these young people by talking to them and jointly authoring short fictional pieces and poetry that illustrate the conscious and unconscious aspects of their lives. He ends the book with a set of trenchant policy prescriptions fashioned to disrupt the school-to-prison pipeline and humanize disadvantaged youth. Highly recommended. Graduate students, faculty, and professionals. -- "Choice Reviews" In this very important book, Gregory Barraza highlights the intricate and complicated relationships between education, juvenile justice, racism, classism, and mental health for minority youth. Barraza's innovative work incorporates critical race theory, quantitative and qualitative data, Narrative Inquiry, and Arts Based Research to apply a critical pedagogy to detect the inequities in education and criminal justice to provide a better understanding of the current interconnectedness of contemporary social problems that affect marginalized youth. One of its greatest strengths is the moving and empowering stories that we hear through the voices of at promise youth who has worked with. Anyone concerned about how to address the inequalities in education and the criminal justice system, and understanding the complexities of daily life for many young people and there struggles with the structure of formal education should read this book. --Victoria Carty, Chapman University
