Critical Pedagogical Narratives of Long-Term Incarcerated Juveniles
Regular price
€92.99
14 days return policy
Shipping & Delivery
A01=Gregory Barraza
Age Group_Uncategorized
Age Group_Uncategorized
Alternative Education
Arts Based Research
Author_Gregory Barraza
automatic-update
Category1=Non-Fiction
Category=JKVQ2
Category=JN
COP=United States
Correctional Education
Delivery_Delivery within 10-20 working days
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Ethnography
Fictive Narratives
Juvenile Justice
Language_English
Narrative Inquiry
PA=Available
Price_€50 to €100
PS=Active
School-to-Prison Pipeline
softlaunch
Product details
- ISBN 9781666912944
- Weight: 386g
- Dimensions: 159 x 236mm
- Publication Date: 28 Oct 2022
- Publisher: Bloomsbury Publishing Plc
- Publication City/Country: US
- Product Form: Hardback
- Language: English
Secure
checkout
Fast Shipping
Easy returns
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.
